TCC 2016 Proceedings

Permanent URI for this collectionhttps://hdl.handle.net/10125/69134

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Elementary Students’ Tablet-Based Note-taking Application Usefor Writing in Science
(2016) Paek, Seungoh; Fulton, Lori; Seungoh Paek - University of Hawai‘i at Mānoa; Lori Fulton - University of Hawai‘i at Mānoa
This study investigates the potential of a tablet-based notetaking application (TbNA) to act as a digital science notebook that supports elementary students’ science practices. Eighteen grade 4-5 students, in an intensive six-week summer science class, participated in the study. During the program, students used a tablet-based note-taking application as a personal digital science notebook. Students’ notebook entries and survey responses regarding their experience with the TbNA were collected. The study discusses how students made use of various features within the TbNA.
Crowdteaching: Online Crowdsourcing in Education
(2016) Kramer, Jennifer; Ocenar, Jordie; Yamasaki, Jordan; Jennifer Kramer - University of Hawai‘i at Mānoa; Jordie Ocenar - University of Hawai‘i at Mānoa; Jordan Yamasaki - University of Hawai‘i at Mānoa
Web 2.0 technologies have generated massive new opportunities for teachers to collaborate and to improve as professionals (Dron & Anderson, 2014; Laferrière, Lamon, & Chan, 2006; Wenger, 2006). While much literature discusses offline communities of practice among teachers, and additional literature discusses how students use online learning, there is a gap in literature about online professional improvement practices among teachers (Hsu, Yu-Chang, Ching, Yu Hui, & Grabowski, 2014). This paper discusses distributed cognition as a theoretical basis for crowdteaching, how teachers currently use crowdteaching, and how crowdteaching can be optimized in order to promote professional improvement. Methods included studying three databases to establish an initial repository, data mining relevant studies for additional resources, collaborating with colleagues, and revisiting databases using a new set of terms that emerged. The review found that teachers currently use crowdteaching to communicate both informally and formally for information as well as emotional support, and to gather, develop, and share information and resources (Booth, 2012; Brooks & Gibson, 2012; Dron & Anderson, 2014; Hsu et al., 2014; Marrero, Woodruff, Schuster, & Riccio, 2010).
Website Design for Student Usability: Implementing LibGuides at the Bryant & Stratton College Cleveland Campus Library
(2016) Dudley, Joseph; Joseph M. Dudley - Bryant & Stratton College
This paper will discuss the complete restructuring of the Bryant & Stratton College Cleveland Virtual Library, utilizing the LibGuides platform to build a flexible website from which users may access a variety of academic research materials, including research databases, eBooks, and journals. The paper will first examine selected professional literature to establish best practices developed by librarians at academic libraries having implemented the LibGuides platform, and then discuss how LibGuides was utilized at the Cleveland campus to design an information architecture supporting multiple academic subject areas to provide a selection of high quality research materials in electronic format. The paper will also address the creation of appropriate metadata (including Library of Congress Subject Headings, abstracts, and tables of contents) to aid users in locating desired materials. The paper will then discuss the multiple ways in which students are trained to successfully use the new Virtual Library, including in-person reference interviews, in-class bibliographic instruction sessions, targeted emails, and short instructional videos. The paper will conclude with a discussion of a pilot project to develop research guides at the course and assignment levels and ongoing work with individual faculty to provide access to selections of virtual library resources tailored for individual class assignments.
Microaggressions in Online Courses
(2016) Cohn, Ellen; Ellen Cohn - University of Pittsburgh
A relatively small number of students post content in their online courses that is overtly and deeply offensive to other students and/or the instructor. Termed “macroaggressions,” these insults are easily recognized and may even be actionable when they violate universities’ codes of conduct and anti-discrimination policies. “Microaggressions,” the focus of this paper, can be less overt but equally hurtful. In the online course environment, such slights can be detected in posted class discussions, within submitted assignments, and in the work of online groups. Online microaggressions take many forms, both verbal and nonverbal. Moreover, it can be unclear whether a specific microaggression was intentional or accidental. Whatever the motivation, a microaggression can be detrimental to the learning environment. This paper addresses the challenges presented by online microaggressions and suggests strategies to prevent and manage their occurrence.
Utilizing Mentoring in the Distance Learning Environment
(2016) Caudill, Jason; Laughlin, Vonda; Jason G. Caudill - King University; Vonda Laughlin - King University
The value of mentoring can be seen in many different learning and training environments. This value, and its pedagogical contributions, are present regardless of the delivery platform, but the actual mentoring environment changes when education and training shifts from a face to face to a virtual or blended environment. This paper presents the foundations of a mentoring program and also the approaches that can be used to transition mentoring to a virtual environment.
Facilitating Student Engagement in Online Courses: Framing Discussions from Informal to Scholarly Exchanges
(2016) Baylen, Danilo; Danilo Baylen - University of West Georgia
This paper describes an exploratory study focusing on the design and structure of online discussions for stronger engagement between students, and with course content and technology. It discusses a conceptual framework involving Demonstration of Knowledge (D), Engagement with Peers and Course Content (E), Contribution to the Scholarly Exchange (C), and Insights Sharing (I) identified as DECI. Examples of online discussion prompts and scenarios are shared. Assessments of student learning within this framework are addressed. The outcomes and lessons learned would be of interest to those who teach online or use online discussions to supplement face-to-face instruction.
Building an International, Cross-disciplinary, Collaborative On-line English Course Focusing on Advanced Listening and Speaking Skills and Cross-cultural Communication
(2016) Annala, Henri; Fopma, Sietke; Leikomaa, Marianna; Henri Annala - Tampere University of Applied Sciences (TAMK); Sietske Fopma - Stenden University of Applied Sciences; Marianna Leikomaa - Tampere University of Applied Sciences (TAMK)
This paper describes the process of planning, building and implementing an international, cross-disciplinary, collaborative on-line course as a joint effort of three English teachers from Finland and the Netherlands. The focus of the course was on developing the students’ listening and speaking skills in English and their cross-cultural communication competences.

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