TCC 2009 Proceedings

Permanent URI for this collectionhttps://hdl.handle.net/10125/69141

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Tongues Untied: A Bridge over Interlanguage for Learning Online
(2009) Watson, Katherine; Katherine Watson - Coastline Community College
Unfettered electronic live chat can bridge the gap between fear and freedom in learning a new language. Free-of-cost chat rooms that have been used for more than fifteen years to stimulate creativity and foster the development of successful learning strategies in a foreign language have permitted learners unrestricted contexts in which to improve grammar and vocabulary as they escape from "interlanguage". But electronic live chat has been regarded with suspicion by many educators, as Noet-Morand (2003), among others, has pointed out; complaints about the academic/pedagogical viability of chat have surrounded its failure to help students with pronunciation, its inability to engage the paralinguistic and kinesic aspects of conversation, and its inadequacy in thought processing development in a new tongue. Simple, exemplary methods exist, however, that incorporate live chat effectively into online coursework to keep learning current, "real", and relevant. Moreover, live chat has been demonstrated to reduce student timidity, even as it encourages participation and the development of useful conversational strategies.
A French Exception: Mind Mapping à la française in the cyberspatial dimension
(2009) Watson, Katherine; Katherine Watson - Coastline Community College
Both hemispheres of the human brain are effectively excited to learn through cross-cultural “mind mapping” techniques, which stimulate ideation with the same forms, colors, and designs that define technologyassisted education. Thus, mind-mapping exercises encourage the logical, language-centered left cerebral hemisphere to work in concert with the artistic right side of the brain. Teachers and learners can “mind-map” any subject matter by complete brainstorm to discern “nodes of ideation”, using systems of heuristics developed by English psychologist Tony Buzan, popularized in France, and applicable anywhere in cyberspace.
The Course Management System, e-Class at Democritus University of Thrace: Where do we Stand?
(2009) Vernadakis, Nikolaos; Giannousi, Maria; Zetou, Eleni; Kioumourtzoglou, Efthimis; Nikolaos Vernadakis - Democritus University of Thrace; Maria Giannousi - Democritus University of Thrace; Eleni Zetou - Democritus University of Thrace; Efthimis Kioumourtzoglou - Democritus University of Thrace
The online CMS has become popular in recent years in higher education institutions due to the implementation of distance education in Greece. The purpose of this study was to examine the students’ perceptions toward physical education courses using the online CMS, eClass at Democritus University of Thrace. Participants were two hundred eleven (n=211) undergraduate students, between the ages from 19-24 years old. One hundred fifteen (71.1%) of the participants were male and sixty one were female (28.9%). Data was collected using an online questionnaire during one week period. The statistical analysis included both descriptive statistics and inferential statistics. Overall, participants in this study had positive perceptions toward e-Class and the results indicated that such systems were easy to use and advantageous in Physical Education learning and assisted them to develop their skills. Students’ responses in the survey questions also supported the benefits of using the CMS for their learning.
Text Messaging and Implications for its use in Education
(2009) Tomita, Dean; Dean K. Tomita - University of Hawai’i at Manoa
In schools across the country, digital natives born after 1980 seamlessly integrate technology into many aspects of their lives. This researcher investigated one particular method of communication referred to as text-messaging, and focused on Twitter, a relatively new form of text-messaging called microblogging, and its implications for education. Do tools like Twitter affect a student’s ability to read and write? How do tools like Twitter support the formation of communities of practice? Is there a place for these tools in education? If so, how can they best be leveraged to positively impact education? Educators have found that tools like Twitter do have a place in education for both students and teachers. Text-messaging encourages students to write more and allows educators to communicate and facilitates the formation of communities of practice. Although opponents say that text-messaging encourages poor writing habits, studies have shown that students are able to distinguish between informal and formal writing.
Pedagogy of the Connected: Facilitating e-Educative Transformation
(2009) Sunwood, M. Kayt; M. Kayt Sunwood - University of Alaska Fairbanks
In 1970, Paulo Freire brought to the world’s attention the destructive nature of the “banking” model of education and the “culture of silence” this methodology promotes. Freire demonstrated how dialogue with others and reflection on our circumstances through “problem-posing” pedagogy brings about true education: people educating each other through their interactions in the world. In this first decade of the 21st century, I suggest that Frances Moore Lappé has brought the soul of Freire to our cyber age. In this paper I will connect the dots from Freire through Lappé then into online learning theory and practice through Communities of Inquiry research. I will delve into the transformational pedagogies of empowerment which are coming together into what I am designating a pedagogy of the connected. In the process of connecting these dots, I hope to bring into focus the promise and power of the 21st century e-Educative revolution which I propose this “pedagogy of the connected” facilitates. I will use examples from an online Women’s Studies course I teach to provide color and texture for the image we will bring into focus when we connect the dots.
Open Source and Web 2.0 for supplementary teaching
(2009) Spadavecchia, Elisa; Elisa Spadavecchia - Liceo Scientifico Quadri
The aim of this paper is to point out the achievements and the drawbacks of the integration of Open Source Technology and Internet 2.0 tools with traditional classroom teaching through the account of a supplementary course that took place in an Italian secondary high school last summer holidays. It can be regarded as an example of how the world of traditional school learning can meet the demands of the collaborative and participative E-Learning 2.0 in the broader landscape of the development of a digital competence and life-long learning.
Digital Storytelling in a Web 2.0 World
(2009) Snelson, Chareen; Sheffield, Annie; Chareen Snelson - Boise State University; Annie Sheffield - Boise State University
Digital storytelling has arisen as a form of narrative expression that is crafted into a media production. While there appears to be general agreement that digital storytelling integrates meaningful stories with media, and characteristics of digital stories have been described, the definition of and purpose for digital storytelling remains somewhat open to interpretation. Even more unclear is how the growing array of interactive Web 2.0 video-sharing technologies are being used to facilitate digital storytelling. This paper presents a pilot study conducted to begin learning how digital storytelling is manifesting on YouTube, which is currently the most widely used of all video-sharing services. A relevance sample of 100 digital stories was obtained from YouTube. The videos were analyzed to determine how closely they match published characteristics of digital stories and to what extent interactive features of YouTube were utilized. Results indicated variation among the stories in terms of adherence to the classic model and the media elements used. Interactive tools such as ratings, comments, and video responses were used, but not extensively.
The Best of Both Worlds: Balancing the Role of Care Giver and Online Educator
(2009) Propp, Jen; Woods, Alli; Jen Propp - Kaplan University; Alli Woods - Kaplan University
Local Turns Global: Expanding the Deaf Community Through Communication Technologies
(2009) Ortiz, Tracie; Tracie Ortiz - University of Hawai’i at Manoa
Communication Technologies have immersed themselves in our everyday lives reshaping communities, expanding boundaries, and creating communities of practice. The Deaf community is no exception. Short messaging service (SMS), instant messaging (IM), email, and chat are all modes of communication manipulated through technological devices which can be used in creating communities. Sharing common interests, information, and ideas are all characteristics that cultivate a community of practice. Utilizing text-based communication technologies only enhance a community allowing for expansion and communication at a distance.
Virtual Communities for Educators: An Overview of Supports and Best Practices
(2009) McCann, Kimble; Kimble Handyside McCann - University of Hawai’i at Manoa
Virtual professional communities of practice may provide important opportunities, communication, and supports for participants in the online world. Within the field of education, for teachers and faculty specifically, such communal participation may greatly benefit professional practice and student learning. Research indicates that professional virtual communities of practice can provide a rich array of assistance, expertise, and authoritative insights necessary for educators in the world of Web 2.0. These communities may foster best practices, knowledge sharing, innovation to the field, as well as assistance to those educators who lack the access to such resources and technology.
The Role of Incentives in Facilitating the Integration of an Online Learning System into Pedagogical Practices: A Human Performance Technology Perspective
(2009) Lei, Jing; Morrow, Blaine; Jing Lei - Syracuse University; Blaine Morrow - Palomar College
This paper summarized findings from an empirical study that evaluated the effectiveness of a technology incentive project, MEET, on facilitating the adoption of a web technology CCC Confer among college instructors. Results show that teachers’ technology adoption can be facilitated by providing certain incentives. A number of strategies were essential to the effectiveness of this incentive project: (1) Involving teachers in the decision-making process to make the technology integration project meaningful to them; (2) Helping teachers to develop a well-designed plan with realistic goals and a feasible implementation outline; (3) Building a collegial community from where teachers can learn from peers, obtain support from their social-networks, and work collaboratively; (4) Leading with strong leadership to ensure high morale, sufficient resources and support that are indispensible to the successful implementation of a technology project; and (5) Proving timely support to help teachers remove roadblocks. Restraining factors included insufficient critical appraisal, the absence of collaborative projects, and few face-to-face meetings. Specific implications for technology integration are discussed.
Virtual Teams in a Synchronized Visual Learning Environment: Experiences of an Adjunct Learning Facilitator
(2009) Lauridsen, Barbara; Barbara Lauridsen - Capella University
This conference paper documents the experience for virtual learners in a Visual Learning Environment. A guided experience will be illustrated eCollege and Elluminate revealing an online learning environment for students at National University. This paper explores how synchronized lessons can support problem solving in information age using two case studies. The broader context of best practices in the industry is adapted for facilitating web enabled hybrid online courses. The scope includes integration of synchronized and asynchronized teaching environment covering the technology, pedagogy and context of learning outcomes for accredited academic degree programs. The ideal audience is faculty and program coordinators for online course delivery. Participants will receive a CD with an audio recording of the session, a set of example virtual team papers and joint presentations, and a copy of the story-board PowerPoint slides.
Instructor and Learner Discourse in MBA and MA Online Programs: Whom Posts more Frequently?
(2009) Kiriakidis, Peter; Peter Kiriakidis - 1387909 ONTARIO INC
This study was grounded on the assumptions that (a) Instructor and Learners Discourse (ILD) in Threaded Discussions (TDs) in online courses is of great importance to both MBA and MA learners; (b) there is a correlation between instructor and learners discourse; and (c) there is a difference in the frequency of postings between MBA and MA learners. This researcher recognized the importance of ILD for both learners taking online courses and the vitality of the online university. A quantitative path analysis, content analysis, and course evaluation surveys were used to conduct this study. Quantitative path analysis procedures were used to examine the direct hypothesized relationship between the extent of both MBA and MA instructor and MBA and MA learner discourse. Content analysis procedures were used to quantify ILD. A course evaluation survey included one open-ended question on discourse and provided further insight toward the nature of the quantitatively measured hypothesized relationship. The findings of this study suggest that there is a direct relationship between instructor and learner discourse in online courses and MBA instructors and learners posted more frequently that MA instructors and learners. This relationship was of practical and statistical significance. Administrators of online universities should develop and implement policies on expectations for instructors to facilitate ILD in the online learning environment.
Evaluating Social Networking Tools for Distance Learning
(2009) Hoffman, Ellen; Ellen Hoffman - University of Hawai’i at Manoa
Debates rage about the appropriateness of using social networking in teaching, with arguments ranging from waste of time and distraction from academic goals to needed to reach net generation students. This paper explores a range of current social networking choices and argues that like any tool, it should carefully evaluated in terms of affordances and course goals. Several different tools are reviewed, and questions that might be useful for evaluation are discussed. An example of using a social networking tool, Ning, in an online class is reported.
The Math Forum: Measuring the Aliveness of a Community
(2009) Herrick, Michael; Michael J. Herrick - University of Hawai’i at Manoa
The Math Forum is an enduring virtual community. The aliveness of this community was measured using seven principles derived by Wenger, McDermott, & Snyder (2002) as design principles for communities of practice: (1) Design for evolution. (2) Open a dialogue between inside and outside perspectives. (3) Invite different levels of participation. (4) Develop both public and private community spaces. (5) Focus on value. (6) Combine familiarity and excitement. (7) Create a rhythm for the community. The principles proved to be good measure of aliveness in an existing community. As a point of discussion, a conjecture was made that the principles are necessary but not sufficient for a community to be alive.
Why Educational Institutions Should Embrace Freeware
(2009) Hayes, Sherry; Sherry Cooke Hayes - Texas Woman’s University
Educational systems have historically led the way for freely sharing knowledge. As the costs of education rise many are curtailed from continuing their pursuit of knowledge. To be successful as a student or educator, we rely upon our computers and our word processing and office suite program. Popular belief is there is only one choice, priority software. However, there are viable alternative office software solutions. These alternatives are offered freely to the world by the open source community. These alternatives are offered either entirely without cost or at minimal cost if technical support is needed. It is imperative that educators take the time to learn of the benefits of freeware and incorporate it into the educational system.
Students’ satisfaction from blended learning instruction
(2009) Giannousi, Maria; Vernadakis, Nicholas; Derri, Vassiliki; Michalopoulos, Maria; Kioumourtzoglou, Efthimis; Maria Giannousi - Democritus University of Thrace; Nicholas Vernadakis - Democritus University of Thrace; Vassiliki Derri - Democritus University of Thrace; Maria Michalopoulos - Democritus University of Thrace; Efthimis Kioumourtzoglou - Democritus University of Thrace
During the past few years the number of courses offered online has greatly increased as technology has made delivery of such courses more feasible. Blended learning environment amalgamates the advantages of distance education with the effective aspects of traditional education. The purpose of this study was to investigate the effectiveness of blended learning instruction in terms of students’ satisfaction. Participants were sixty one (n=61) undergraduate students, between the ages from 17-24 years old. Forty-four percentage (44.3%) of the participants were male and fifty-six were female (55.7%). For the data collection at the end of this study, students completed a questionnaire with 2 sections. The first section included the students’ demographic/personal data. The second section evaluated students’ satisfaction about the blended learning course. Students’ satisfaction had been acknowledged as an important factor in order to estimate the effectiveness of a course, especially a blended course. Data analysis revealed that perceived e-learner satisfaction was higher than the average indicating students’ high satisfaction with the overall learning experience.
Digital User-Generated Content and Emerging Digital Literacy
(2009) Fanning, Elizabeth; Elizabeth Fanning - University of Virginia
Video mashing, game modding, Youtube, wikis, blogs, and the communities that rise up around them are becoming yet another facet of the communication landscape. But how effective are these expressions in communicating meaning? What is their potential role in learning? This research examined if the intent of a message in user-generated content is conveyed or lost in its interpretation by other users or readers, and if gender similarities or differences between a content creator and content interpreter have an effect on the agreement between message intent and interpretation. Examples of digital user-generated content, specifically digital stories and movies, were used to examine the types of information that appear to convey effectively. Participants were asked to either create or review user-generated content. Both groups were asked to respond to questions about facts, feelings, and projections conveyed through the content. Questions pertained to facts, feelings, and projections conveyed in the content. Content creator responses were compared with participant responses. Data analysis indicated that while digital user-generated content may be an effective form of articulation and communication, the identity of the creator is indeterminable.
Students benefit from e-Journaling or using Web Journals in an Online Grief, Loss & Bereavement Course
(2009) Dyer, Kirsti; Kirsti A. Dyer - Madonna University
Web Journaling or e-Journaling is an online tool that is a useful education technique for fostering critical thinking skills. Journaling is also a beneficial resource to encourage learning and enhance self-reflection. Journaling online can provide the personal connection often thought to be missing in the online environment by building ties between online students with their instructor. In addition, if student journals are open to each other, this sharing helps create a personal connection between the students, builds rapport and aids in forming an online community. Graduate students in a university bereavement studies course used an e-journal for the duration of the 16-week semester. These graduate students benefited short-term and long-term from keeping a weekly e-Journal and completing a series of assignments on journaling. Short-term benefits included enhanced self-reflection and learning, building a community and practicing sympathy. They also experienced online journaling as an educational tool to process grief and loss emotions. Longer-term benefits included being exposed to a resource that could be use to deepen or enhance a spiritual practice for those working in ministry, counseling or helping professions. Journaling could also be used with or recommended as a helpful technique with future clients, patients or parishioners in grief.
Creating descriptive metadata for patron browsing and selection on the Bryant & Stratton College Virtual Library
(2009) Dudley, Joseph; Joseph M. Dudley - Bryant & Stratton College
As academic libraries increasingly develop virtual collections to meet the needs of both students in online degree programs and traditional campus-based students, library-quality metadata is essential not only for automated location of digital documents across computer networks, but also for user analysis so patrons can make informed selection decisions. This paper will discuss an ongoing project at Bryant & Stratton College to prepare metadata within the DotNetNuke content management system for link-level bibliographic description on the College’s Virtual Library. Specifically, the paper will discuss the creation of metadata according to the best practices recommendations of the Dublin Core Metadata Initiative and established library cataloging standards. The paper will also consider the nature of browsing as a search strategy for academic information and user preferences for content notes.

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