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SITE 2008--Society for Information Technology & Teacher Education International Conference

Mar 03, 2008 Volume 2008, Number 1

Editors

Karen McFerrin; Roberta Weber; Roger Carlsen; Dee Anna Willis

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Table of Contents

Number of papers: 1013

  1. 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

    This study addresses the potential of using an intelligent tutoring system (ITS) to tutor on off-the-shelf (OTS) software. ITSs have been successfully used to tutor on a variety of learning... More

    pp. 414-419

  2. Convergent and Divergent Group Interactions: Online Tasking for Cognitively Complex Learning Results

    Mark Hawkes, Dakota State University, United States

    This presentation will describe the use of convergent and divergent task activities in the online environment. The collaborative nature of tasking is discussed and critical, collegial reflection... More

    pp. 420-424

  3. 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

    This poster compares learner outcomes of undergraduate students in traditional classroom based laboratory instruction for speech and hearing science as compared to an online version of the same... More

    pp. 425-429

  4. A flexible, hybrid approach to providing basic training and resource connections for novice ESL/EFL teachers

    Lynn Henrichsen, Brigham Young University, United States

    A great number of untrained people work as teachers and tutors of English as a second or foreign language (ESL/EFL) in community programs, social service agencies, commercial schools, public... More

    pp. 430-435

  5. Early Field Experiences in Teacher Education: Is Virtual an Option?

    Emily Hixon, Purdue University Calumet, United States; Hyo-Jeong So, Nanyang Technological University, Singapore

    The purpose of this study was to explore students' perceptions of and experiences in a virtual field experience using online video-based cases, as compared to students completing a traditional... More

    pp. 436-442

  6. Opening Communication Channels: Improving an Online Class for Preservice Teachers

    Ellen Hoffman, University of Hawaii at Manoa, United States

    Communications research has suggested that teacher immediacy is a critical component in improving student learning and satisfaction in the face-to-face classroom. However, reproducing this effect... More

    pp. 443-448

  7. Introducing the Virginia Content Repository

    Richard Ingram, James Madison University, United States

    The Virginia Content Repository (VCR) is an innovative repository of digital content to support teaching and learning by Virginia PK-12 teachers and students. The VCR combines learning objects... More

    pp. 449-451

  8. E-box

    Callens Jean Claude, KATHO, Belgium

    The focus of this contribution lies on the approach of the KATHO Expertise centre Distance Learning,to support the development of e-learning courses in an organisation.One of the objectives of the ... More

    pp. 452-455

  9. Creating Distance Programs for Graduate Teacher Education

    Michelle Johnston, University of Montevallo, United States; Mark Binkley, Mississippi State University, United States

    Both Mississippi State University (MSU) and the University of Louisiana at Monroe (ULM) offer successful programs to practicing K-12 teachers through non-traditional means. This presentation will ... More

    pp. 456-459

  10. Students' Perspectives on Humanizing and Establishing Teacher Presence in an Online Course

    Paula Jones, MaryAnn Kolloff & Fred Kolloff, Eastern Kentucky University, United States

    The challenge in designing and developing online courses is for faculty members to establish their teaching presence by humanizing the online classroom experience for their students. The authors... More

    pp. 460-465

  11. 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

    Online instruction has become a viable option for high school students, but little is known about the effectiveness of online instruction to improve writing achievement. The purpose of this... More

    pp. 466-470

  12. 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)

    The purpose of the study is to identify the association among factors that have been investigated partially in the consecutive learning process; before, during, and after learning. This study was... More

    pp. 471-476

  13. The relationship of presence level, satisfaction and achievement

    Myunghee Kang, Jee In Kang & Jiyoon Jung, Ewha Womans University, Korea (South)

    The purpose of this study was to examine the relationships of the social presence level, satisfaction and achievement in a blended learning. This study conducted with forty-six undergraduate... More

    pp. 477-480

  14. 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

    Free or low-cost web-based video conferencing systems enable synchronous learning and teaching providing more interactive and collaborative environments for online and/or blended education.... More

    pp. 481-484

  15. Student Perceptions of Transactional Distance in Online Teacher Education Courses

    Kathryn Kennedy & Cathy Cavanaugh, University of Florida, United States

    As teacher education shifts to online delivery, the need grows for teacher education course designers and instructors to better understand how teaching and learning vary with delivery system. One... More

    pp. 485-490

  16. Best Practices in Online Teaching

    George Kontos, Bowling Green CC of Western Kentucky University, United States

    In this paper the seven principles for good practice in undergraduate education that were developed by Arthur Chickering and Zelda Gamson are reviewed and the use of technology, especially web... More

    pp. 491-495

  17. Online adaptation of a distance learning course for Vietnamese school teachers

    Jack Koumi, Educational Media Production Training, United Kingdom

    Abstract. In 2005, Primary School teachers in Vietnam started a three-year in-service course that aims to convert their didactic/instructivist approach to a learner-centred/active learning... More

    pp. 496-501

  18. 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)

    Online problem-based learning (e-PBL) environments have great potential to facilitate learning. It is not, however, an easy work for learners in e-PBL environments to reflect on their own learning ... More

    pp. 502-509

  19. Game and flow concepts for learning: some considerations

    Philippe Lemay, University of Montreal, Canada

    Games are often described as one of the most representative activity that can generate flow experiences. They are also said to be not only an experience machine but also a learning one. So... More

    pp. 510-515

  20. Online Teacher Induction Programs' Use of Technology

    Kimberly Livengood, Angelo State University, United States

    This study employed a descriptive research design to provide a synthesis of the technological venues utilized by online teacher induction programs designed to support novice teachers. Of the... More

    pp. 516-521


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