| Effectiveness of Using an Intelligent Tutoring System to Train Users on Off-the-Shelf Software
Claver Hategekimana, Wenatchee Valley College, United States; Stephen Gilbert, Iowa State University, United States; Stephen Blessing, University of Tampa, United States pp. 414-419 |
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| Convergent and Divergent Group Interactions: Online Tasking for Cognitively Complex Learning Results
Mark Hawkes, Dakota State University, United States pp. 420-424 |
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| Choosing Educational Modalities: A Comparative Analysis of Student Performance in Web-Based Versus Traditional Classroom Based Laboratory Instruction for Speech and Hearing Science
Benjamin Hazlett, Marcia Swain, Tony Seikel, David Sorensen & James Creelman, Idaho State University, Boise, United States pp. 425-429 |
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| A flexible, hybrid approach to providing basic training and resource connections for novice ESL/EFL teachers
Lynn Henrichsen, Brigham Young University, United States pp. 430-435 |
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| Early Field Experiences in Teacher Education: Is Virtual an Option?
Emily Hixon, Purdue University Calumet, United States; Hyo-Jeong So, Nanyang Technological University, Singapore pp. 436-442 |
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| Opening Communication Channels: Improving an Online Class for Preservice Teachers
Ellen Hoffman, University of Hawaii at Manoa, United States pp. 443-448 |
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| Introducing the Virginia Content Repository
Richard Ingram, James Madison University, United States pp. 449-451 |
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| E-box
Callens Jean Claude, KATHO, Belgium pp. 452-455 |
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| Creating Distance Programs for Graduate Teacher Education
Michelle Johnston, University of Montevallo, United States; Mark Binkley, Mississippi State University, United States pp. 456-459 |
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| Students' Perspectives on Humanizing and Establishing Teacher Presence in an Online Course
Paula Jones, MaryAnn Kolloff & Fred Kolloff, Eastern Kentucky University, United States pp. 460-465 |
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| Students' Perspectives on the Effectiveness of Online Instruction to Improve Their Writing Achievement
Bradley Kaffar, St. Cloud State University, United States; Susan Miller & Renee Van Norman, University of Nevada Las Vegas, United States pp. 466-470 |
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| Relationships among Self-efficacy, Metacognition, Cognitive presence, Flow, and Learning Outcomes in web-based PBL
Myunghee Kang, JiSim Kim & Jeein Kang, Ewha womans university, Korea (South) pp. 471-476 |
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| The relationship of presence level, satisfaction and achievement
Myunghee Kang, Jee In Kang & Jiyoon Jung, Ewha Womans University, Korea (South) pp. 477-480 |
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| Skype, Elluminate, Adobe Connect, Ivisit: A comparison of Web-Based Video Conferencing Systems for Learning and Teaching
Aliye Karabulut & Ana Correia, Iowa State University, United States pp. 481-484 |
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| Student Perceptions of Transactional Distance in Online Teacher Education Courses
Kathryn Kennedy & Cathy Cavanaugh, University of Florida, United States pp. 485-490 |
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| Best Practices in Online Teaching
George Kontos, Bowling Green CC of Western Kentucky University, United States pp. 491-495 |
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| Online adaptation of a distance learning course for Vietnamese school teachers
Jack Koumi, Educational Media Production Training, United Kingdom pp. 496-501 |
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| Design Principles for a Failure Guidance Scaffolding Tool: ‘Reflection Why’ in an e-PBL Environment
Kyungmee Lee & Dongsik Kim, Department of Educational Technology, Hanyang University, South Korea, Korea (South) pp. 502-509 |
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| Game and flow concepts for learning: some considerations
Philippe Lemay, University of Montreal, Canada pp. 510-515 |
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| Online Teacher Induction Programs' Use of Technology
Kimberly Livengood, Angelo State University, United States pp. 516-521 |
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This proceedings has 10 award papers. Click here to view award papers for this proceedings book.