TCC 2008 Proceedings

Permanent URI for this collectionhttps://hdl.handle.net/10125/69142

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IM, Therefore I Am
(2008) Gose, Eddie; Eddie Gose - University of Hawaii at Manoa
The Information Age has created an information-based society which demands of our young people to have the ability to think, problemsolve, and adapt. Instant Messaging (IM) is one of the newest information technology mediums that is being used by college students for communication exchanges. The purpose of the study is to examine the adoption and educational use intentions of IM by college students based on Roger’s (1995) Diffusion of Innovation theory, Davis’ (1989) Technology Acceptance Model, and Moore and Benbasat’s (1991) Perceptions of Adopting an Information Technology Innovation. From the aforementioned theories, four constructs were used. The constructs were perceived: (a) relative advantage (Rogers, 1995); (b) ease of use (Davis, 1989; Rogers, 1995); (c) visibility (Rogers, 1995; Moore & Benbasat, 1991); and (d) result demonstrability (Moore & Benbasat, 1991). Perceived relative advantage (p = .058) and perceived result demonstrability (p = .08) were the only constructs that showed significance (p > .05). The study concluded that gender does not play a significant role in adopting IM in terms of perceived relative advantage and perceived result demonstrability.
What Works in Distance Learning: Early Indicators from an Evaluation of REMOTE, an Online Master's Degree Program for Micronesia and American Samoa
(2008) Rao, Kavita; Giuli, Charles; Kavita Rao - Pacific Resources for Education and Learning; Charles Giuli - Pacific Resources for Education and Learning
Pacific Resources for Education and Learning (PREL) and the University of Hawai‘i at Mānoa (UHM) are implementing a distance learning master’s level course in Educational Foundations with a specialty in evaluation intended for residents of the Pacific region. Results from evaluation of the first four REMOTE courses are described in this paper. Results indicated participants were satisfied with several aspects of the program yet provided information on areas that could be improved. The evaluation results argue for a better understanding of how to ensure adequate amounts of learning time, improve the technology typically available for distance learning, and reduce the isolation often experienced by students in distance learning contexts. The evaluation results also point toward some strategies that may strengthen the probability of successful distance learning experiences.
Making Distance Learning Courses Accessible to Students with Disabilities
(2008) Tanners, Adam; Rao, Kavita; Adam Tanners - University of Hawai’i at Manoa; Kavita Rao - University of Hawai’i at Manoa
This paper provides an overview of how and why online courses are made accessible for people with disabilities. As online learning becomes more popular and with legal mandates requiring accessibility, designers and instructors of courses should be aware of the possibilities for accommodating diverse needs. Four scenarios for accommodating students who are blind, deaf, have learning disabilities or mobility impairments are provided.
Picking Tools for Distance Learning: A View from the Trenches
(2008) Hoffman, Ellen; Menchaca, Michael; Eichelberger, Ariana; Cordeiro, Ellen; Note-Gressard, Shellie; Yong, Lilinoe; Ellen S. Hoffman - University of Hawai’i at Manoa; Michael P. Menchaca - University of Hawai’i at Manoa; Ariana Eichelberger - University of Hawai’i at Manoa; Ellen Cordeiro - University of Hawai’i at Manoa; Shellie L. Note-Gressard - University of Hawai’i at Manoa; Lilinoe Yong - University of Hawai’i at Manoa
In this study of students in an online graduate program in educational technology, a Web-based survey was used to collect information about attitudes on and satisfaction with distance learning after they had completed multiple courses. Students who have taken more courses are more satisfied overall and have developed specific preferences for tools that allow multiple forms of interaction. Results are detailed and recommendations developed from their responses. In particular, the students indicated the importance of having a mix of synchronous and asynchronous tools that allow both opportunities to individually pursue content and the capability to build community with others in their classes.
Web-Based Video in Education: Possibilities and Pitfalls
(2008) Snelson, Chareen; Chareen Snelson - Boise State University
In recent years, Web-based video-sharing sites such as YouTube have emerged and filled so quickly with video clips that millions of short video segments are now available online. Through these sites both amateur and professional video content covering a wide array of topics has been uploaded for free distribution to the general public. The presence of so much video on the Internet is intriguing due to the potential value as a content repository that may be tapped into for educational purposes. The value of video as a visual representation can be used advantageously to show faraway places, historic film segments, animals in the wild, digital stories, and more. A drawback for educators is that the purpose of most video-sharing sites is not primarily educational. Because of this a great deal of video content currently available is not suitable for traditional educational needs. Access to some video-sharing sites such as YouTube is blocked at many schools due to the presence of inappropriate content. The challenge is to identify usable video resources and instructional strategies that are enhanced with online video. This paper illustrates how online video can be effectively used in online discussions, video case analysis, virtual field trips, and WebQuests.
The Extent of Both Instructor and Student Discourse in Online Courses
(2008) Kiriakidis, Peter; Peter Kiriakidis - 1387909 ONTARIO INC
This study was grounded on the assumption that there is a correlation between the extent of both instructor and student discourse (ISD) in Threaded Discussions (TDs) in online courses. It was also grounded on the assumption that ISD is a factor of importance to both students and the vitality of the online institution. This study empirically examined the extent of ISD in TDs in online courses. The quantitative data analysis indicated that students participate more in TDs when instructors post timely and frequently to the discussion board. The qualitative data analysis indicated that TDs should be detailed, interesting, enjoyable, and valuable, and during TDs, instructors should provide students with continuous encouragement, guidance, assistance, quality and timely feedback, motivation, and support. Policy makers and online course administrators may achieve greater enrollment and retention rates in online courses with ISD support and a policy on clear expectations in ISD in TDs.
Using Blogging as a Tool to Further Teacher Professional Development
(2008) Hines, Mark; Mark Hines - University of Hawaii at Manoa
Technology has changed the way effective educators learn and work with peers and students. Social interaction powerfully shapes teachers’ affective and cognitive flexibility in adapting their teaching methodology. Computer networks now allow adaptable social communication tools that increase teachers’ interactions and personal growth. This paper first looks at the research in teacher development through social constructs. It then summarizes a study of teachers’ first interaction with a school weblog to assess whether their perceptions confirm a sense of community conversation and value. Regardless of their experience prior to the use of the weblog, teachers reported ease in using it. Moreover, they felt it was an important tool for campus communication. Teachers also felt that professional use of tools leads to higher adoption in classroom practice. This paper concludes by considering implications of the survey results and developing some recommendations for further research.
Gen Y, not so Bleeding Edge: The use of information technology in university teaching
(2008) Madden-Hallett, Helen; Ashley, Eleana; Helen Madden-Hallett - Victoria University; Eleana Ashley - The Design Life Network
This paper investigates the adoption of bleeding edge technology by GenY university students. This technology was in a form of interactive feedback using mobile ‘phones called ‘ClickOn’. The factors considered in regards to technology adoption are trialability, observability, complexity and compatibility. Additional issues more specifically related to student engagement and attendance were also investigated. It was found that students in this cohort were reticent to adopt the technology in their learning environment. This is in contradiction to the current literature and society’s general expectation. These findings may alert educators to possible unexpected barriers when utilising new technologies to improve student academic outcomes and as such will be of interest to university educators.
Online or On Campus?
(2008) Thompson, John; Knavel, Alexis; Ross, Dina; John Thompson - Buffalo State College; Alexis Knavel - Buffalo State College; Dina Ross - Buffalo State College
This paper discusses online, blended, and face-to-face learning at the graduate level. Distance education is becoming used more often by institutions of higher education throughout the United States. Two graduate courses are compared in the present study. One course was offered as a blended course over a three-week summer period and the other course was offered online over a 14-week semester long period. These two courses were taught by the same instructor and had the same student course assistants. The research is based on the information gathered by the course assistants comparing survey results of students enrolled in the courses. The course assistants found that most of feedback provided by the students concerning distance education was positive. The included charts depict information gleaned from surveys taken by students in the courses. The authors also have included student quotes based on these courses. This paper expands on ways research may be done to develop how distance education courses are taught.
Second Life Virtual World as a Possible Venue for an Undergraduate Capstone Course in Business
(2008) DiGiammarino, Enrico L. "Sam", Jr.; Enrico L. “Sam “ DiGiammarino, Jr. - Kaplan University
Well beyond that of a new cyber place to hold traditional lecturers and classes, the virtual world of Second Life presents a rich tapestry of options for the business educator to inculcate in their students the realities of decision making in a REAL business. By leaping beyond the traditional types of capstone courses, the educator’s ability to have a team of students create and operate a REAL for-profit business in this virtual world dramatically increases the students’ ownership of the assimilative nature of capstone learning.
Using Platform Structure to Organize and Stimulate Effective Discussions Boards
(2008) Iaquinto, Anthony; Anthony L. Iaquinto - Kaplan University
In this paper, the author examines the link between six components of platform structure1 and the effectiveness of discussion boards, arguing that intelligent and creative use of these components can lead to more engaging and enlightening discussion threads, which in turn make for more effective discussion boards. Opportunities for further research are also offered.
Developing Online Peer-to-peer Mentoring Programs for Distance Degree Programs
(2008) Taylor, Cathy; Zeng, Heather; Cathy Taylor - Park University; Heather Zeng - Park University
Students’ successes in online learning programs relate directly to their sensibility of a community of learning and support services that help mediate this learning environment. This article addresses four focused areas: the academic and social challenges to online learning; defining online peer mentoring and provides a rationale for further online student support development. In addition, ethical and legal considerations in establishing online peer mentoring programs are discussed with the integration of two case scenarios for further analysis. Recommendations for future program development and an online peer-to-peer mentoring program development checklist for administrators to consider in program development are shared.
Mash it Up! Using GarageBand to Enhance Second Language Learning
(2008) Hasler Waters, Lisa; Lisa Hasler Waters - University of Hawaii at Manoa
In testimony before a U.S. Senate Subcommittee a second language teaching expert cautioned that the U.S. is suffering from a language deficit. The cause of this deficit is a lack of second language learning offered by and supported in our schools. This paper suggests that Web 2.0 technologies may provide a solution. Included in this qualitative study is an examination of a pilot project conducted by a Spanish language teacher who used Web 2.0 technologies to extend and enhance second language learning with a group of fourth grade students. The students created mash ups using GarageBand, a music production application, and published them on the classroom web site. The project was not without obstacles. A close look at how these obstacles could be overcome is offered, followed by recommendations for implementing Web 2.0 in the second language classroom.
Teaching student use of academic metadata for resource discovery
(2008) Dudley, Joseph; Joseph M. Dudley - Bryant & Stratton College
As distributed research materials on the Web become increasingly popular, metadata becomes central to their discovery and use. This paper will discuss how I prepare students in my information literacy classes and in bibliographic instruction sessions in subject classes to search effectively in online library catalogs and research databases by creating a running list of subject-specific keywords, how to discover additional resources though selection of appropriate Library of Congress Subject Headings, and how to effectively interpret metadata sets as a first step in document analysis.
Podcasting in Middle School: A Case Study and Implications for Teacher Education
(2008) Nguyen, Thanh Truc; Hamilton, Marybeth; Thanh Truc T. Nguyen - University of Hawaii at Manoa; Marybeth P. Hamilton - University of Hawaii at Manoa
Currently, podcasts in education are used by instructors to deliver content; additionally, most research is about university courses. This paper presents a case study of the curriculum research, development, and implementation of student-created podcasts in two classes offered as a continuum at a middle school. The first course was seventh grade English; the second was eighth grade computer literacy. In English, the curriculum was already strong and established. In computer literacy, the curriculum was in experimental stages. Student-learning considerations and results of implementation are described, as well as the different approaches used by both teachers and the resulting student outcomes. The paper concludes with a discussion of implications for teacher education when preparing other educators to use this emerging technology.
Improving Online Assignments to Deter Plagiarism
(2008) McCord, Alan; Alan McCord - Lawrence Technological University
Student plagiarism in online learning environments inhibits student learning and damages institutional reputations. Instructors may use many methods and technologies to instructors to combat plagiarism in online classrooms, including the use of plagiarism detection tools, establishing and administering academic integrity policies, developing effective education programs, and improving assessment practices. The focus of this paper is on reducing plagiarism in online learning environments by improving the design of student assignments.
Cultural mosaics with mouse clicks: Using the Web to enhance understanding
(2008) Watson, Katherine; Katherine Watson - Coastline Community College
The World Wide Web offers incomparable opportunities to visualize parallel perspectives underlying world cultures, biases, attitudes, behaviors, and opinions. A simple methodology employed at Coastline Community College improves intercultural understanding as well as adaptation to and appreciation of differences. Teachers and learners can exploit electronic “mind tools” as they engage in “cultural dimensions exams” that have been demonstrated to be effective in enlightening culturally diverse adults studying a foreign language. Exam results stimulate both asynchronous and synchronous discussion, as well as the sharing of ideas in the interest of enhancing awareness, understanding, acceptance, and delight in “the other”.
Podcasting for School Media Specialists: a Case Study from Central Minnesota
(2008) Miltenoff, Plamen; Flanders, Jo; Hill, Jennifer; Plamen Miltenoff - St. Cloud State University; Jo Flanders - St. Cloud State University; Jennifer Hill - St. Cloud State University
The advent of technology, computers, and the Internet has changed the ways of interaction in education. In the school library profession, school library media specialists are often left isolated and report feeling disconnected to their colleagues. Four library and media specialists are exploring podcasting as a medium to rally school media professionals into a community that can benefit from each other’s experiences. The experience of podcast creation is dissected as a perfect opportunity for school media specialists to enhance needed technological skills and create a venue for communication among colleagues and other professionals.
Videoblogging in Education: The new wave of interactive educational television
(2008) Meeder, Rebecca; Rebecca Meeder - University of Hawaii at Manoa
The use of user-generated digital video posted on blogs, also known as videoblogs, is increasing with the advent of new hardware and software that allows people of various backgrounds and occupations to create their own professional videos. This is a new medium used often by students in secondary and higher education as evident in online sites such as YouTube and MySpace for personal reasons and presently by some instructors who use such video to instruct. Yet, the use of videoblogs is new overall to the educational community and little research is available on its use and effectiveness in the classroom and in an online environment. This paper will examine how videoblogging is used in educational institutions across grade levels, standard practices of educational videoblogs, how videoblogging ensures communication and interactivity within as well as outside of the classroom, how videoblogging influences students from diverse backgrounds in regards to multiculturalism, social class, and differentiated learning styles, and the sensitive issues educators and students need to address when using videoblogs, such as privacy and online classroom management.
Help! I Need Somebody: Faculty Perspectives on Transitioning from WebCT to a Sakai-based Learning Management System
(2008) Eichelberger, Ariana; Ariana Eichelberger - University of Hawaii at Manoa
This paper describes a qualitative study investigating the change process and impacts of technology introduction on faculty. At the time of this study, the University of Hawaii (UH) was transitioning from a proprietary Learning Management System (LMS), WebCT, to Laulima, its Sakai-based, open source LMS. UH faculty were asked via open-ended interview questions to reflect on their previous approaches to technological change and their expectations of the new LMS. Results found that participants felt resistance to change, but generally expected increased personal productivity and a richer student experience. Institutional support was reported as key to previous and predicted success. Implications for faculty and administrators are discussed.

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