Browsing by Subject: Faculty
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A Case Study in Distance Program Management: The Online Academic Director as Liaison to Faculty and Students
Cathy Taylor, Jutta Pegues & Dennis Gresdo, Park University, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 1277–1282
This paper examines the role of the online academic director, a position created in the 1990’s at Park University to ensure a positive relationship between adjunct instructors, departments, and... More
pp. 1277-1282
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Online Professional Development:Transitioning from Face-to-Face to Online Delivery
Michelle Read, Texas State University, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 1274–1275
Transitioning from face-to-face instruction to either blended or completely online delivery for both K12 and college courses, is becoming more popular. As budget crises and other barriers, such as... More
pp. 1274-1275
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Ensuring Accessibility of Online Course Content
Pratima Dutta & Suzanne David, California State University Northridge, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 1238–1239
In this Best Practices session, the presenters will begin with establishing the rationale behind ensuring that online content is accessible to all learners. The presenters will then discuss and... More
pp. 1238-1239
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Best Practices for Instructional Designers: Engaging Faculty to create effective online courses
Pratima Dutta & Suzanne David, California State University Northridge, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 1232–1237
In this session, we will demonstrate how Instructional Designers can engage in a collaborative conversation with faculty regarding achievement of student learning objectives. The presentation... More
pp. 1232-1237
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Improving the efficiency and effectiveness of tool training via self-paced instructional module: A case study using Camtasia
Daron Williams, Virginia Tech - LED, United States; Aaron Bond, Virginia Tech - NLI, United States; Lujean Baab, Virginia Tech - LED, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 1205–1206
In an effort to better direct the time and resources of our instructional design unit, we developed a self-paced instructional module to introduce technology-novice faculty to the lecture capture... More
pp. 1205-1206
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Addressing the Needs of Military and Civilian Adult Students
John Jeanguenat & John Cain, Saint Leo University, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 1020–1021
(Abstract) Saint Leo University is truly attuned to the needs of Adult students. Many combine traditional classes meeting two evenings per week with the online classes, thus allowing them to... More
pp. 1020-1021
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The Virtual Early College Dilemma: Digital Immigrants versus Digital Natives in the Classroom!
Eric Kisling & Scott Williams, East Carolina University, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 1022–1026
Teaching virtual early college courses appears to be a task similar to teaching regular college students. However, faculty are finding that high school students are more connected to their... More
pp. 1022-1026
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Institutional Categories Matter: Balancing Synchronous and Asynchronous Instruction in Both Online and Onground Environments
David Anderson, Eastern Michigan University, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 990–996
Educators have long recognized the social nature of the learning (e.g., Dewey, Vygotsky, Bandura), yet instructors struggle to enhance group work within the classroom (Kise, 2014). Most higher... More
pp. 990-996
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Professors’ Mix of Open and Sharing Practices
George Veletsianos, Royal Roads University, Canada
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) p. 965
Researchers currently lack an understanding of the degree to which professors engage in open and sharing practices in different contexts. I help fill this gap in the literature by presenting a... More
p. 965
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Evaluating a Re-evaluation Request Web Application at the University of Missouri School of Medicine
Lisa Royse & Danny Myers, University of Missouri School of Medicine, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 903–908
University of Missouri School of Medicine recently launched a re-evaluation request system that moved an idiosyncratic paper process to a streamlined online system. A situated action approach to... More
pp. 903-908
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Faculty use and perceptions of barriers to using available institutionally provided educational technology: A case study using Rogers' Diffusion of Innovation Theory
Jon Wilson, Cleveland University - Kansas City, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 511–517
This paper reports on the findings from a survey study completed at a small non-profit university. Descriptive statistics are used to describe faculty use of currently available institutionally... More
pp. 511-517
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Faculty Support for Online Learning: Enterprise-, Campus-, and Department-Level Approaches
Stephen Hundley, IUPUI, United States; Matt Gunkel, Indiana University, United States; Corinne Renguette, IUPUI, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 357–361
Developing or expanding online courses or programs requires many variables, chief among them support for the faculty who are engaged in these initiatives. IU Online, the e-learning brand of... More
pp. 357-361
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Solving the Problem of Assessing E-Portfolios and Incorporating Peer Review
Betsy Gilbertson, Gisela Buschle-Diller, Elizabeth Hancock & Shiladitya Chaudhury, Auburn University, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 332–336
This will be a discussion on the process of using and assessing e-portfolios in a Ph.D. level course for Preparing Future Faculty. The importance of having students build their teaching and... More
pp. 332-336
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Gearing up for edTPA video: Low cost technology solutions for high stakes challenges
Ariana Eichelberger, University of Hawaii at Manoa, College of Education, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 325–331
Beginning in 2016, all students completing teacher preparation programs in the state of Hawaii will be required to pass the edTPA assessment to become licensed teachers. Part of the assessment... More
pp. 325-331
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E-learning as a Motivator in Teaching and Learning in The Saudi University Context
Naif Alsayyali, Indiana University of Pennsylvania, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 251–255
The number of students who are enrolling in online courses is expanding exponentially. For this reason, many schools in the Kingdom of Saudi Arabia (KSA) are moving towards an electronic means of... More
pp. 251-255
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An Intuitive IShowU(c) Method To Create E-Learning Content Instantaneously While Lecturing In Classroom Or Recording Lecture In Anywhere
Robert Chi, University of Hawaii at Hilo, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 67–68
One of the key challenges for e-learning is to create e-learning content regardless teaching subject matter. School budget issue always limits faculty to have an IT service team as well as to... More
pp. 67-68
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The Use of Quality Matters™ and the Instructional Design Process
Meridith Bergeron, University of Florida and Our Lady of the Lake College, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 64–66
The demand for online courses has been growing. With the rise of online learning, there has been an increasing need for accountability and transparency in distance education, most importantly in... More
pp. 64-66
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Gaming the System: A Cross-Cultural Exploration of Game[ification]-Based Approaches in the United States and Brazil
Geovana Mendes, UDESC, Brazil; Matthew Broda & Abigail Frank, College of Wooster, United States; Carla Loureiro, UDESC, Brazil; Thiago Marques, SENAC, Brazil
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 1942–1946
In this panel, game-centric educators will explore the cross-cultural experiences of implementing game[ification]-based learning in both the United States and Brazil. Our panel pulls together game ... More
pp. 1942-1946
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Using Learning Analytics to Predict (and Improve) Student Success: A Faculty Perspective
Beth Dietz-Uhler & Janet E. Hurn
Journal of Interactive Online Learning Vol. 12, No. 1 () pp. 17–26
Learning analytics is receiving increased attention, in part because it offers to assist educational institutions in increasing student retention, improving student success, and easing the burden... More
pp. 17-26
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Expectations, Motivations, and Barriers to Professional Development: Perspectives from Adjunct Instructors Teaching Online
Amber Dailey-Hebert, B Jean Mandernach, Emily Donnelli-Sallee & Virgil Rusty Norris
Journal of Faculty Development Vol. 28, No. 1 (January 2014) pp. 67–82
Adjunct instructors are the fastest growing population of faculty in the academy; and, given the current economic condition and its impact on institutions of higher learning, the proportion of... More
pp. 67-82