Browsing by Subject: Faculty
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Virtual Faculty Resource Center: An Innovative Adaptation of Blackboard for Factulty, Recruitment, Development and Retention
Catherine Hasson, Drexel University, College of Nursing and Health Professions, United States
Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) p. 600
This poster provides informaton on how to utilize backboard to develop a faculty resource center. Content includes general information,video tutorials, technical tutorials, continuing education,... More
p. 600
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An Electronic Response System and Conceptests in General Chemistry Courses
William Donovan, The University of Akron, United States
Journal of Computers in Mathematics and Science Teaching Vol. 27, No. 4 (October 2008) pp. 369–389
This paper reports the findings of a study of student attitudes and student improvement in conceptual understanding using conceptests with an electronic response system in lecture courses. ... More
pp. 369-389
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Instant Messaging between Students and Faculty: A Tool for Increasing Student-Faculty Interaction
Corey A. Hickerson, James Madison University, United States; Matt Giglio, Virginia Tech, United States
International Journal on E-Learning 8 (January 2009) pp. 71–88
This study explores the pedagogical potential of instant messaging in a communication course. Two instructors made themselves available to students via instant messaging as a supplement to other... More
pp. 71-88
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The Practitioner’s Model: Designing a Professional Development Program for Online Teaching
Debbi Weaver & Diane Robbie, Swinburne University of Technology, Australia; Rosemary Borland, Deakin University, Australia
International Journal on E-Learning 7 (October 2008) pp. 759–774
This article describes the experiences of staff responsible for developing and delivering professional development (PD) in online teaching in three universities in the same Australian state. Each... More
pp. 759-774
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Developing Technological Literacy: A Case Study of Technology Integration in a Latina Liberal Arts College
Aria Razfar, University of Illinois at Chicago, United States
AACE Review (formerly AACE Journal) Vol. 16, No. 3 (July 2008) pp. 327–345
Over the last 10 years, information technology has been the fastest growing sector in the global economy. Nevertheless, technology and computer-based instruction have not been sufficiently... More
pp. 327-345
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Personalized Versus Collective Instructor Feedback in the Online Courseroom: Does Type of Feedback Affect Student Satisfaction, Academic Performance and Perceived Connectedness With the Instructor?
Tara Gallien, Northwestern State University, United States; Jody Oomen-Early, Texas Woman's University, United States
International Journal on E-Learning 7 (July 2008) pp. 463–476
The demand for online learning has never been greater. For faculty, teaching in the virtual classroom requires a new set of skills and practices. Online instructors must prepare for the increased... More
pp. 463-476
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Nontraditional Students’ Perception of a Blended Course: Integrating Synchronous Online Discussion and Face-to-Face Instruction
Joseph Blankson, Carle Foundation Hospital, USA, United States; Lydia Kyei-Blankson, Illinois State University, USA, United States
Journal of Interactive Learning Research Vol. 19, No. 3 (July 2008) pp. 421–438
Nontraditional students are rapidly becoming the majority group on campuses across America. These students are often hard pressed for time and in order to provide them with equal learning... More
pp. 421-438
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Re-Conceptualizing the Linked Courses Model
Mary Baxter, Graduated Doctoral Student University of Houston, United States
AACE Review (formerly AACE Journal) Vol. 16, No. 2 (April 2008) pp. 127–135
To help students meet the demands of society, the University of Houston is using the framework of learning communities and constructivism to create a cross-disciplinary approach to teaching to... More
pp. 127-135
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A Three-Layered Cyclic Model of E-Learning Development and Evaluation
Paul Lam & Carmel McNaught, The Chinese University of Hong Kong, Hong Kong
Journal of Interactive Learning Research Vol. 19, No. 2 (April 2008) pp. 313–329
Evaluation is often depicted as being in a cyclic relationship, together with the planning, development, and implementation aspects of e-learning in higher education. This article supports this... More
pp. 313-329
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On the Cutting Edge (of Torpor): Innovation and the Pace of Change in American Higher Education
Gordon Murray, Kent State University, United States
AACE Review (formerly AACE Journal) Vol. 16, No. 1 (January 2008) pp. 47–61
This article considers the pace of innovation and technology adoption in higher education and suggests that the rate of change on 21st century campuses is remarkably similar to earlier centuries... More
pp. 47-61
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Action Learning: Applications in Technology Training and Professional Development
Jillianne Code & Val Stewart, Grant MacEwan College, Canada
EdMedia + Innovate Learning 2002 (2002) pp. 323–324
Action learning is effective learning and development through the use of real life context based problems, applications, and solutions. At Grant MacEwan College, in Edmonton, Alberta, Canada,... More
pp. 323-324
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Perceptions of Faculty Development Programs: Further Inquiry into Technology Use
Pradeep Vanguri & Neil Gomes, University of South Florida, United States; Robert Gray, CE Outcomes, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2007 (Oct 15, 2007) pp. 1901–1908
Faculty development programs promoting the use of instructional technology vary tremendously across institutions in Florida and possibly nationwide, employing different instructional strategies and... More
pp. 1901-1908
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TEL and University Teaching: Different Approaches for Different Purposes
Guglielmo Trentin, Institute for Educational Technology - Italian National Research Council, Italy
International Journal on E-Learning 7 (January 2008) pp. 117–132
Teaching innovation in university education, especially when based on the use of information and communication technology (ICT), is a long process and is strongly conditioned by many variables such... More
pp. 117-132
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Faculty Intentions to Use Components for Web-Enhanced Instruction
Greg Walker, University of Hawaii- Leeward Community College, United States; Nancy Johnson, Metropolitan State University - Minneapolis, United States
International Journal on E-Learning 7 (January 2008) pp. 133–152
This study further validated the use of the technology acceptance model (TAM), as a helpful tool for understanding instructors' intentions to use web-enhanced instruction. The TAM literature... More
pp. 133-152
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Making a Choice: The Perceptions and Attitudes of Online Graduate Students
Timothy Braun, Loyola Marymount University, United States
Journal of Technology and Teacher Education Vol. 16, No. 1 (2008) pp. 63–92
There has been an increase in the number of online universities, degrees, and coursework over the last decade. Institutions of higher learning are beginning to embrace online instruction more than ... More
pp. 63-92
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One to One Computing in Higher Education: A Survey of Technology Practices and Needs
Samuel DiGangi, Zeynep Kilic, Chong Ho Yu, Angel Jannasch-Pennel, Lori Long, Chang Hyum Kim, Victoria Stay & Seok Kang, Arizona State University, United States
AACE Review (formerly AACE Journal) Vol. 15, No. 4 (October 2007) pp. 367–387
The purpose of this paper is to examine the computing needs and practices of students at Arizona State University as a means of assisting the university in the decision to implement a one to one (l... More
pp. 367-387
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The Effect of Computer-Mediated Communication on Anonymous End-of-Course Teaching Evaluations
Nancy Rhea, University of Mississippi, United States; Alfred Rovai, Michael Ponton, Gail Derrick & John Davis, Regent University, United States
International Journal on E-Learning 6 (October 2007) pp. 581–592
The purpose of this study was to determine if the nature of student comments on anonymous end-of-course evaluations differed relative to course delivery medium. Comments evaluated were submitted by... More
pp. 581-592
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Ensuring Access through Collaboration and Technology
Brett Christie, Sonoma State University, United States
EdMedia + Innovate Learning 2007 (Jun 25, 2007) pp. 4553–4554
This presentation will demonstrate faculty development activities and online resource support as implemented across the California State University (CSU) system. Ensuring Access through... More
pp. 4553-4554
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Whiteboard Physics Tutorials Delivered Over the Internet
Andrew Robinson, Daniel Mittelholtz & Tim Kohlruss, University of Saskatchewan, Canada
EdMedia + Innovate Learning 2007 (Jun 25, 2007) pp. 3990–3995
A traditional form of teaching in the classroom is for the teacher to define and solve a problem, writing the solution down on a chalkboard. Since the teacher can talk about the process of solving... More
pp. 3990-3995
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Architecting Flash Video to Personalize the End-User Experience.
Britt Carr, Miami University, United States
EdMedia + Innovate Learning 2007 (Jun 25, 2007) p. 3858
In years past, Miami University has used a combination of XML and Flash to deliver orientation material to the faculty with a personal spin. Because most faculty have recently arrived in the... More
p. 3858