TCC 2010 Proceedings

Permanent URI for this collectionhttps://hdl.handle.net/10125/69140

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How Does Skype, as an Educational Tool, Contribute to Elementary Math Teachers’ Reported Level of Self-efficacy?
(2010) Kiriakidis, Peter; Peter Kiriakidis - Higher Education Research and Consulting Company
How does Skype, as an educational tool, contribute to elementary math teachers’ reported level of self-efficacy? A sample of n = 16 teachers was purposefully selected to use Skype in their classrooms with a webcam and microphone to communicate with other math teachers and math mentors. The findings revealed that teachers viewed Skype as an educational tool that contributes to the increase of their self-efficacy, which may increase students’ performance in state math testing. Institutes of higher education, professional development providers, teacher organizations, school districts, and math leaders may benefit from having an awareness of how online communication software such as Skype can increase elementary math teachers’ efficacy in the field of teaching and learning. Teacher self-efficacy can be increased through opportunities for ongoing discussions with other math teachers and especially math mentors in the school or within the school district. Supporting math teachers through Skype’s features such as video and voice calls, sharing of files, and sending and receiving instant messages is important for teachers’ sustained growth; however, online teaching support needs to be intentional, ongoing, and systematic.
Challenges of Maintaining Academic Integrity in an Age of Collaboration, Sharing and Social Networking
(2010) Dyer, Kirsti; Kirsti A. Dyer - Madonna University and Columbia College
The challenges facing faculty and academic institutions today in maintaining academic integrity come from several different areas. One is the increased availability of technology and connectivity. Another comes from the characteristics and viewpoints of today’s college students and third is the environment where the students live—namely a society where cheating seems commonplace. The current generation of college students, often referred to as the Millennials, have grown up with the Internet during an age of technology where collaborating, sharing and social networking are part of everyday life. Sadly, the increased technology use by students has also resulted in increased misuse of technology in the classroom and encouraged unauthorized or unpermitted collaborations. Among educators, librarians, directors and administrators there is a growing opinion that the current generation of college students may not know how to write properly. Students also may not understand the importance of academic integrity which leads to unintentional violations of academic policies. Continuing to maintain academic integrity in the classrooms and the institutions can be accomplished by promoting academic integrity, educating students and including new technologies and new styles of teaching. This paper will also explore several of the recommended strategies being utilized to promote academic integrity.
Effectiveness of Interaction in Learner Centered Paradigm in Online Education
(2010) Lauridsen, Barbara; Barbara Lauridsen - National University
This article speaks to educators, program administrators and PhD Learners intending to teach. For three decades, critical reflection has been invoked as a good practice for adult education. This paper explores answers to “What is known about how adults learn and are motivated to participate in online learning to advance their career?” A review and analysis of the literature builds upon theories and scholarship that leads to recommending practitioner actions. The themes are: theories about ways of knowing, adult development, andragogy and learning theories. This paper shares my professional practice as a learning facilitator. In the context of exploring how to be effective in an online environment, this article puts into perspective the elements of critical thinking and provides a summary of results from Brookfield’s Critical Incident Questionnaire adapted as an end of course evaluation in open shared discussion. For context, this article references four lenses through which educators view their own practice. A habit of critical reflective is a necessity for online educators who are teaching skills and concepts to adult learners in the technology industry or those completing an academic degree.
Gee's Learning Principles for Good Games: An Analysis of how Gee's Learning Principles meets Gardner's Theory of Multiple Intelligences
(2010) Kong, Kellie; Masaki, Elton; Ackerman, Lyn; Borengasser, Claire; Leong, Peter; Kellie Kong - University of Hawaii at Manoa; Elton Masaki - University of Hawaii at Manoa; Lyn Ackerman - University of Hawaii at Manoa; Claire Borengasser - University of Hawaii at Manoa; Peter Leong - University of Hawaii at Manoa
Today, gaming is a multi-billion dollar industry that produces games for children of all ages and backgrounds. The technology used for these video games has also been steadily evolving with improved gaming platforms and environments that captivate children and create an experience that is more realistic than any games that have been encountered previously. Children are intensely mesmerized by these games that they can play them for hours at a time. If it were possible for educators to harness the power of games and use them in an educational setting, gaming could potentially be a powerful tool for learning. James Paul Gee’s (2005) Learning Principles in Good Games shows the elements of what makes a “good” game. By analyzing the learning theory of Howard Gardner and Gee’s Learning Principles, educators can start to see how specific multiple intelligences could potentially be used in different elements of gaming. Practical implications of the findings are discussed.
Augmenting Large-enrollment Instruction with Mobile Learning
(2010) Ogawa, Michael-Brian; Michael-Brian Ogawa - University of Hawaii at Manoa
In many higher education institutions, mobile devices, such as cellular phones and media players, are ubiquitous in students’ lives (Lenhart & Madden, 2007). Therefore, practitioners can leverage mobile devices for learning. The purpose of this study was to determine the amount of students that study on mobile devices in a large-enrollment introductory course, their preferences, and the most effective methods to deliver course content to mobile devices. The researcher found that a majority of students did not study mobile learning content on mobile platforms. However, students that utilized mobile devices to augment their studies preferred mobile learning to utilize downtime and their current resources. The researcher also discussed design implications for the development of mobile learning content.
The relationship between students’ attitudes and satisfaction in a “Physical Education in Early Childhood” blended course
(2010) Giannousi, Maria; Vernadakis, Nicholas; Derri, Vasiliki; Antoniou, Panagiotis; Kioumourtzoglou, Efthimis; Maria Giannousi - Democritus University of Thrace; Nicholas Vernadakis - Democritus University of Thrace; Vasiliki Derri - Democritus University of Thrace; Panagiotis Antoniou - Democritus University of Thrace; Efthimis Kioumourtzoglou - Democritus University of Thrace
With the recent growth of new information and communication technologies (ICTs), web based course delivery has become a promising alternative for expanding the educational opportunities in the tertiary education. Blended learning -an alternative type of teaching- uses a combination of traditional face-to-face contact with on-line learning. The purpose of this study was to examine the relationship between students’ attitudes and perceived e-learner satisfaction in a blended course. Participants were thirty two (n=32) undergraduate students, between the ages of 18-23 years old. Sixty-three percent (62.5%) of the students were male and thirty-seven percent (37.5%) were female. For the data collection at the end of this study, students completed a questionnaire with 3 sections. The first section included the students’ demographic/personal data. The second section evaluated students’ attitudes and the third the perceived e-learner satisfaction from the blended learning course. Pearson correlation coefficients were conducted to examine the relationship between students’ attitudes and their satisfaction. The results of the corelational analyses identified a significant positive correlation between perceived e-learner satisfaction and students’ general attitude toward blended learning.
Integrating alumni, librarians and student services colleagues into the intellectual life of the college classroom via Information Technologies
(2010) Fulkerth, Robert; Robert Fulkerth - Golden Gate University
Contemporary college students have high expectations of their classroom experiences. To support those expectations, alumni, support staff, and librarians can be productively integrated into the intellectual life of classrooms. These colleagues often have underused expertise and skills that can be discovered and utilized so as to enrich courses and provide additional value to students. Information technology tools can support this approach in both local and geographically dispersed classrooms.
The Relationship between Self Report of Computer Technology Experience and Students’ Perception toward a Course Management System
(2010) Vernadakis, Nikolaos; Giannousi, Maria; Antoniou, Panagiotis; Zetou, Eleni; Kioumourtzoglou, Efthimis; Nikolaos Vernadakis - Democritus University of Thrace; Maria Giannousi - Democritus University of Thrace; Panagiotis Antoniou - Democritus University of Thrace; Eleni Zetou - Democritus University of Thrace; Efthimis Kioumourtzoglou - Democritus University of Thrace
The purpose of this study was to examine the relationship between self report of computer technology experience and students’ perception toward a Course Management System (CMS). 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 were collected using an online questionnaire during one week period. Pearson correlation coefficients was conducted to determine what relationships exist among the self report of computer technology experience and the five dimensions that were used to assess the students’ perceptions in online courses (including participation, educational material, usefulness, user control and instructor interaction). The results of the correlational analyses identified a significant positive correlation between the self report of computer technology experience and students’ perception in each dimension of the survey. These finding suggest that the higher the computer technology experience, the higher the evaluation of students’ perception. Further research is needed to see if this relationship exists with other student populations enrolled in other online courses.
Twitter in Action: One Professor’s Experience
(2010) Jaworowski, Susan; Susan Jaworowski - University of Hawai’i at Manoa
Twitter, a social media tool, is a current traditional media darling. Twitter began as a way to share information between friends, particularly the everyday exchanges that make up any social group, but Twitter became much more, due to its ability to capture the global pulse with immediacy and to expand on its bare 140 characters with hyperlinks. At present, Twitter is one of the fastest-growing social media sites. The researcher seeks to bring the immediacy to her college course on government, LAW101, to increase student perception of the relevance of governmental actions to their lives. This paper describes the usage by the researcher of Twitter in her online, face to face, and hybrid LAW101 courses over the past three semesters.
From Dull to Dynamic: Using Rapid E-Learning Tools to Create Engaging Course Materials
(2010) Blakiston, Rebecca; Mery, Yvonne; Rebecca Blakiston - University of Arizona Main Library; Yvonne Mery - University of Arizona Main Library
Ideally, development of interactive e-learning content is undertaken by a skilled team consisting of web programmers, graphic designers, content experts, and instructional designers. However, this is impractical for many online educators who are more likely to develop learning materials on their own. Without the specialized skills necessary to create dynamic and engaging course materials, the results are often static content similar to a PowerPoint presentation or online workbook. Fortunately, rapid e-learning tools allow educators with no programming skills to transform their content into quality interactive learning opportunities that promote active learning and engage students. Readers are offered practical and innovative tips and techniques that can be easily and readily implemented at their home institutions.
Faculty Perceptions of Technology Distance Education Transactions: Qualitative Outcomes to Inform Teaching Practices
(2010) Schulte, Marthann; Marthann Schulte - Park University
Understanding instructors’ perceptions of distance education transactions is becoming increasingly important as the mode of distance learning has become not only accepted, but preferred by many students. A need for more empirical qualitative data was evident as anecdotal information still dominates the research literature. Instructors’ perceptions of distance education transactions comprised of instructor, student, context and subject area, and technology experience and expertise guided the research design. The study focused on the faculty of an established distance learning program at a small Midwestern university. Qualitative interviews were gathered, coded and analyzed. Faculty who used technology were targeted. Faculty perceptions on course context, students, interpersonal and procedural transactions, learning and teaching transactions, and assessment transactions were gathered. The qualitative analysis provided rich data to further inform distance education programs’ administrative, technological, and andragogical needs. Recommendations for future study, including a model for transactional hierarchy, were proffered.
Twitter at school: dimensions and implications
(2010) Spadavecchia, Elisa; Elisa Spadavecchia - Provincial School Authority
Twitter, the popular microblogging social network, is only one aspect of a broader phenomenon that has involved the development of the Web in the last years; new forms of communication and free or low cost sharing webtools have been growing rapidly, changing the face of the Internet. Among these innovative social webtools, Twitter has achieved a particular position because it gives the Internet users the opportunity of becoming protagonists on the Web with the publication of their own texts. In this same way, it can also improve classroom-teaching practice. The aim of this paper is to point out the achievements and the drawbacks of the use of Twitter as integration with traditional classroom teaching through the illustration of some practical examples and experiences whose aim is promoting communication, stimulating peer e-learning and giving more efficacy to teaching.
Integrating Online Security into the Undergraduate Curriculum
(2010) Caudill, Jason; Terrell, Robert; Jason G. Caudill - Carson-Newman College; Robert Terrell - Carson-Newman College
The field of eLearning benefits from, but is also challenged by, rapidly changing technology and the online habits of students. As students become more active in online communities, they may encounter substantial risks to their privacy, security, and ultimately to their futures. Institutions can also suffer tarnished images based on the online activities of students. Online security must be incorporated into the modern higher education curriculum to protect both students and institutions. By teaching online security across the curriculum, students can be protected and prepared for their professional lives.
Très chic! French Language and Culture with un clic
(2010) Watson, Katherine; Katherine Watson - Coastline Community College
“Linguistic relativism” leads people of different cultures to define, explain, and even see reality in images framed by their diverse languages. The most readily available and commonly used online educational materials are often scaffolded in Americanocentric course management and learning management systems, however; these render subject matter design and delivery, as well as assignment formulation, scheduling, and grading, difficult for educators hoping to imbue their materials with the atypical, alternative view of reality. Resolutions to these problems must be conceived if education is to proceed smoothly and effectively in a culturally diverse world.
Managing Conflict in Online Student Groups
(2010) Dool, Richard; Richard Dool - Seton Hall University
The use of teams by organizations of all sizes and orientation has grown significantly. Almost 70% of my online students have reported working in teams in some form, in the last 12 months. Additionally, as globalization compresses time and space, the use of virtual teams continues to rise. I use group assignments in virtually all my online and on-campus courses because I believe that learning to be an effective member of a team, especially a virtual team, has become a necessary career competency. The sources of conflicts in student groups mirror those of face-to-face groups. Most conflict can be traced to differences in expected outcomes (grades), roles, style, values and resources (time), or basic personality conflicts. Because communication is often asynchronous and virtual, there are more opportunities for miscommunication. Online instructors often do not have the luxury of "seeing" the conflict holistically. This paper discusses the causes of conflict in student groups, the various behaviors that contribute to the conflict and the instructor strategies and practices that will reduce the impact of conflicts on the learning experience. In practice, the processes offered in this paper have reduced evident conflicts by 70%.
Examining the Do’s and Don’ts of Using Humor in the Online Classroom
(2010) Taylor, Cathy; Zeng, Heather; Bell, Stephen; Eskey, Michael; Cathy Taylor - Park University; Heather Zeng - Park University; Stephen Bell - Park University; Michael Eskey - Park University
Integrating the use of humor into online classroom environments has many benefits for both the professor and students. Humor has gained recognition as a tool to help individuals cope and experience therapeutic value; however, the use of humor in online courses by instructors is often contemplated but rarely applied. Presenters with extensive experience teaching online will engage participants in interactive questions and guided handouts. The pros and cons of humor online will be the focus. Questions for self reflection by instructors when using humor are posed for further consideration. Recognizing that the continuum of what is humorous is highly variable is key with essential considerations to language, context, and culture. Integrated research will be shared to highlight these factors. Appropriate teacher humor and the potential legal and ethical issues will be explored. This paper will also examine how to effectively use humor in the online classroom and also discuss what to avoid including possible liability for libel and copyright violations.
Virtual Movie Sets and Branching Video: Developing Interactive Educational Machinima with Second Life and YouTube
(2010) Snelson, Chareen; Chareen Snelson - Boise State University
Machinima is the technique of using real-time 3D technologies such as computer games or virtual worlds in the creation of animated video productions. The Second Life virtual world provides an open landscape where inexpensive virtual movie sets, props, costumes, and characters may be created to meet specialized educational purposes. Interactive video techniques used to create online video simulations, virtual tours, adventure games, or interactive tutorials can be coupled with machinima to create interactive educational machinima products. YouTube supports this technique by providing both video hosting and the Annotations tool, which enables linking from video to video. Usage and demographic data may be collected on YouTube automatically to identify patterns of use. This paper illustrates the process of interactive educational machinima design and prototype development using a combination of Second Life and YouTube technologies. Usage data from YouTube is presented and its potential value for evaluation of interactive educational video design is discussed. Initial conclusions suggest directions for future research in interactive educational machinima.
Instructor Tone in Written Communication: Are We Saying What We Want Them to Hear?
(2010) Rubel, Carol; Wallace, Marie; Carol Rubel - Kaplan University; Marie Wallace - Kaplan University
The importance of establishing an inviting atmosphere through written communication is essential in online instruction. Since written communication is the primary format for teacher/ student interaction, instructors must be knowledgeable about their word choice in feedback and the effect on students. Online instructors' tone in written communication in feedback may influence students' perceptions of: (a) encouragement; (b) community; and (c) continued participation in the course/program. These factors may be managed through faculty knowledge and awareness of the impact on how word choice in written communication may be perceived by students.

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