TCC 2011 Proceedings

Permanent URI for this collectionhttps://hdl.handle.net/10125/69139

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The Effects of Computer-mediated Communication on Japanese EFL Learners' English Proficiency
(2011) Abe, Yumiko; Yumiko Abe - Koeki University
This study investigated the connection between CMC and pragmatic instruction by measuring the effects of online chat and traditional face-to-face discussion on the acquisition of disagreement strategies in English. Japanese undergraduate EFL learners served as participants. A mixed methodology was used, and both quantitative and qualitative data from multiple sources were collected. The findings suggest that synchronous CMC is likely to be effective for pragmatic development in the Japanese EFL context.
Identifying Barriers to Engagement in Participatory Culture
(2011) Winter, Jenifer; Jenifer Sunrise Winter - University of Hawai‘i at Mānoa
This paper addresses barriers to participatory culture by examining the activities and concerns of twenty-eight undergraduate students enrolled in a social media course. Analysis of self-reported activities related to four dimensions of participatory culture literacy as outlined by Jenkins et al. (2009) revealed that many do not fully engage in participatory culture. While the barriers identified included mention of access issues or a lack of knowledge, most of the concern was with affective issues, including privacy concerns and the perception that they have nothing useful to contribute (or that their contributions will not be welcomed). It is recommended that instructional activities focus on building affective competencies related to participatory culture.
Transdisciplinary Emergence and Constructive Consilience
(2011) Watson, Katherine; Katherine Watson - Coastline Community College
Humankind hungers to share its various culturally-generated perspectives, or “worldviews”, most obviously expressed in alternative languages (Nisbett, 2005). Depending upon our views, we each construct a basic foundation of thought that our upbringing, environment, and educational system then hone into a disciplinary framework. Twenty-first century educators will succeed best when they at once encourage the emergence among learners of a shared, “consilient” (leaping up and together), creative set of thought pattern styles (Wilson, 1999) and promote the construction of abstract bridges through language that cross cultural and disciplinary boundaries. Coastline Community College online learners of French language and culture have achieved a new transdisciplinary consilience by learning effectively how to deploy eight particular patterns of creative thought that at once typify the traditional francophone schooling goals of argumentation and analysis and define the mental cross-fertilization that underlies a unity of knowledge.
Viewing Online Instructor Evaluation via Multiple Vantages: the Evaluator, the Instructor, the Academic Department, the Administration, and the Student Perspective
(2011) Taylor, Cathy; Eskey, Michael; Pegues, Jutta; Mason, Teresa; Cathy Taylor - Park University; Michael Eskey - Park University; Jutta Pegues - Park University; Teresa Mason - Park University
The prospect of being observed while teaching can provoke anxiety even in the most experienced instructors; however, many institutions of higher learning annually observe all faculty members on the basis of content and andragogical approach. What value does the instructor evaluation process add to the institution? This paper provides some insight by offering vantages of online instructor evaluation from a variety of roles: the evaluator, the instructor/evalutee, the academic department, the university administration, and the student. Each role is deconstructed by experienced online evaluators. From the evaluator’s perspective, the relationship between the evaluator and the person evaluated (evalutee) is discussed, and mentorship and evaluation are distinguished. From the instructor view, potential pitfalls are introduced. Student surveys are presented as a vehicle to gather data on the student perspective.
Ethical Codes of Practice: Expanding Educators’ Perspectives
(2011) Switzer, Ken; Ken Switzer - Pearson eCollege
The field of education has various codes of ethics that pertain to nonmaleficence and beneficence as educators interact with students, colleagues and the wider public. Codes have been developed for various levels of education by such professional groups as the National Education Association and the American Association of University Professors. Though infrequently discussed, the broad sweep of the codes’ content is generally known among educational professionals. In order to expand the discussion of pertinent codes of conduct it is suggested that a code of conduct from a similar professional field, the field of training, be explored for additional insight into ethical imperatives.
Online Classes: Improving Critical Thinking Skills
(2011) Shenkman, Andrea; Andrea G. Shenkman - Kaplan University, Palm Beach State College
As online colleges continue to grow, the debate about the benefits of online classes continues. This perspective, based on personal teaching experiences, shows that when students are given a framework for thinking that assists in organizing their thinking, they are able to readily adapt to the online teaching format. The presentation of the material in the online classroom gives students a visual and hands-on experience of the organization of information. By weaving this hands-on experience with problem-solving, a framework is presented for developing a new way to think about thinking. This perspective provides college professors a template for encouraging students to use technology to develop the higher order process of critical thinking.
Assessing The Comparative Effectiveness of Teaching Undergraduate Intermediate Accounting in the Online Classroom Format
(2011) Rich, Anne; Dereshiwsky, Mary; Anne J. Rich- Central Connecticut State University; Mary I. Dereshiwsky - Northern Arizona University
This paper presents the results of a study assessing the comparative effectiveness of teaching an undergraduate intermediate accounting course in the online classroom format. Students in a large state university were offered an opportunity to complete the first course in intermediate accounting either online or on-campus. Students were required to complete several objective homework assignments and write an essay on what is means to be a professional. In addition, students were asked to report their progress in achieving seven stated objectives of the course. Students in the online course performed as well as students in the on-campus course.
Shifting the Paradigm: Value-Chain Analysis Applied to Online Learning
(2011) Lauridsen, Barbara; Barbara Lauridsen - National University
This paper supports an interactive session focuses on participating in shifting the paradigm toward learner-centered curriculum delivery. The key factors for adult education are maturity, accumulation of experience; readiness for learning; being problem vs. subject centered; intrinsic vs. extrinsic motivation; and curriculum that is anchored as problem-centered rather than content-oriented. Where there is a challenge achieving true innovation, this paper and the planned interactive session offers a series of framework based on Porter's idea on Value Chain Analysis to identify factors which leverage activities along a "chain" of delivering an educational service to self-directed learners. Specifically, course design for online delivery is the scenario for open dialog on shifting the paradigm. This paper contains diagrams for discussion slides that introduce the topic and support open dialog among practitioners at the TCC conference.
Blended learning in Undergraduate Education: The relationship between students’ perceived course interaction and their satisfaction
(2011) Giannousi, Maria; Vernadakis, Nicholas; Michalopoulos, Maria; Zetou, Eleni; Kioumourtzoglou, Efthimis; Maria Giannousi - Democritus University of Thrace; Nicholas Vernadakis - Democritus University of Thrace; Maria Michalopoulos - Democritus University of Thrace; Eleni Zetou - Democritus University of Thrace; Efthimis Kioumourtzoglou - Democritus University of Thrace
New information and communication technologies (ICTs) have provided educators and learners with an innovative learning environment to generate new paths in the learning process. In this context, new educational concepts such as blended learning are being introduced. This style of learning is usually defined as the integration of traditional classroom methods with online activities. The purpose of this study was to examine the relationship between students’ perceived course interaction and their satisfaction in a blended learning environment in undergraduate education. Study participants consisted of thirty-one undergraduate students. Ten of the participants were male and twenty-one were female. The participants ranged in age from 18 to 21 years old. At the end of this study, students completed a questionnaire with three sections. The first section included the students’ demographic/personal data. The second section evaluated students’ perceived e-learner satisfaction from the blended learning course and the third, students’ perceived interaction with others. The corelational analyses identified a significant positive correlation between students’ perceived course interaction and their satisfaction.
Developing and Integrating a Student Portfolio and Portfolio Assessment Process into a Graduate Level Degree Program: A Pilot Study
(2011) Fulkerth, Robert; Robert Fulkerth - Golden Gate University
A university is at the beginning of implementing a portfolio assessment process. For students, the portfolio is evidence of their skills; for the institution, they help determine the extent to which students' course work has given them the skills and outcomes named in program and course objectives. Another important purpose is to provide artifacts for accreditation activities. To support institutional accreditation, programs have articulated program and course objectives, matching program objectives to specific courses and analyzing the current state of those relationships. That assessment work socializes active discussions and activities on higher-level program/course issues. It is also providing a practical grounding in articulating criteria and relationships in ways that will support the implementation and utilization of student portfolios. Some portfolio and assessment background is presented. A mature process found at the University of La Crosse is described, which provides which provides a focus for beginning our current portfolio development. The challenge of creating programmatic learning outcomes-specific criteria as requirements for inclusion in the portfolios is discussed. We have not accomplished this articulation, but believe that accomplishing it will provide significant specificity that can be of service to our accreditors, faculty, students and the institution as a whole.
Predictions and Realities of Distance Education
(2011) Fordyce, Louisa; Louisa R. Fordyce - Kaplan University
In 1999, noted educator and philosopher Andrew Feenberg, PhD, wrote “Reflections on the Distance Learning Controversy” in which he addressed the controversy surrounding distance learning and its impact on teaching styles and use of technology. Feenberg made a number of predictions as to how online learning would change as more institutions offered distance-learning education. Feenberg’s points included methods of delivery as well as the effects distance learning would have on faculty. Reviewing this paper in 2011 shows that although Feenberg was off target in some of his predictions, such as the widespread use of technology undermining teaching, he was correct in other areas, including the problems caused with pre-recorded videos. Feenberg’s predictions were closest regarding the increase in the numbers of adjunct faculty caused by distance education and the problems that has created in the industry.
The Effect of Reality TV on Civic Behaviors
(2011) Elizabeth, Fanning; Fanning Elizabeth - University of Virginia
Viewer voting for and participation in reality TV shows such as American Idol has been frequently compared to US voting for and participation in American presidential elections. This comparison is often used to substantiate the cultural impact of shows such as American Idol and to infer commentary on American values. American Idol itself is part of the growing trend in viewer participation and collaboration in driving a storyline and outcome of TV shows and other telemedia. This trend in real-time audience participation runs parallel and most likely not coincidentally with the growth of web 2.0 tools, particularly social networking tools, in which users connect, interact, and react and respond to each other on the direction of the storyline and the fates of the participants. To note, in that the 2008 presidential election was examined and discussed both on TV and through news sites, and leveraged through social networking sites, it is worth considering if skills in online participation for a TV show transfer to a sense of self-efficacy and participation in a real election. This study takes a look at one small piece of the equation: the effect of a popular reality TV show on a viewer’s sense of efficacy and attitude towards voting in an election. This study also provides insight into specific groups of people’s levels of participation through various online tools.
Facilitating Undergraduate Use of Subscription Research Databases
(2011) Dudley, Joseph; Joseph M. Dudley - Bryant & Stratton College
Subscription research databases provide undergraduates with roundthe-clock access to high quality research articles from scholarly peer-reviewed publications and conference papers which they can use as sources in class research projects. However, research shows that students continue to utilize material from the free Web, discovered via search tools such as Yahoo and Google. This paper will review selected research into student use of subscription research databases and then present strategies developed at Bryant & Stratton College Cleveland Downtown campus to effectively educate undergraduate students in the use of these databases by creating subject-specific handouts which are emailed directly to students, presenting jargon-free step-by-step instructions during targeted bibliographic instructions sessions, and providing individualized assistance when students are working with databases during the research process.
LIVE: Xbox Kinect©s Virtual Realities to Learning Games
(2011) DePriest, Desiree; Barilovits, Karlyn; Desiree DePriest - Kaplan University; Karlyn Barilovits - Walden University
The emergence of augmented reality technology in the form of interactive games has produced a valuable tool for education. The “Live” communal nature of these games, blending virtual content with global access and communication, has resulted in a new research arena previously called, “edutainment” but more recently called “learning games”. Windows Live combined with Xbox 360 with Kinect technology provides an agile, realtime environment with case-based reasoning, where learners can enjoy games, simulations and face to face chat, stream HD movies and television, music, sports and even Twitter and Facebook, with others around the world, or alone, in the privacy of the home. This research explores this emerging technology and how it serves to collaborate, innovate, and produce positive learning outcomes.
Using OpenCourseWare to Enhance On-Campus Educational Programs
(2011) Caudill, Jason; Jason G. Caudill - Carson-Newman College
The OpenCourseWare movement has generated excitement in many circles through its potential contributions to both lifetime learning and ubiquitous learning. These courses are certainly beneficial to such groups, but OpenCourseWare can also make valuable contributions to traditional educational environments. Referencing established courses at some of the most prestigious universities in the world provides educational institutions of all types a means through which they can expose their students to the very highest levels of course design and subject matter. This paper will introduce the OpenCourseWare movement, its scope, and also how the materials may be applied to traditional educational environments.
Into the Twilight Zone: Innovations for Education, Virtual Worlds and Emerging Media
(2011) Calongne, Cynthia; Archiquette, Shane; Bisson, Leonard, Jr.; Bradshaw, Quiana; Derby, Paul; Keeling, Ricky; Martinez, Josue; Lavieri, Edward; McGinnes, Erven; Shaffer, Mark; Tomaso, Paul; Cynthia M. Calongne - Colorado Technical University; Shane C. Archiquette - Colorado Technical University; Leonard T. Bisson, Jr. - Colorado Technical University; Quiana Bradshaw - Colorado Technical University; Paul Derby - Colorado Technical University; Ricky L. Keeling - Colorado Technical University; Josue E. Martinez - Colorado Technical University; Edward D Lavieri Jr. - Colorado Technical University; Erven F. McGinnes III - Colorado Technical University; Mark Shaffer - Colorado Technical University; Paul Tomaso - Colorado Technical University
Constructivist learning activities offer excellent opportunities for students to dream and create the future. In a creativity exercise, an emerging media class used online collaborative tools to share their visions of the future, and explored what it would take to realize their dreams. The featured topics span augmented reality, innovations in Web technology, game-based educational simulations, artificial intelligence in knowledge management, research in holographic displays, and the requirements for a Virtual World Education Grid.
Integrating Learning and Collaboration using an Interactive Online Course Syllabus
(2011) Armstrong, Anne-Marie; Anne-Marie Armstrong - Colorado Technical University
This paper introduces and demonstrates the creation of the Interactive Course Syllabus. The interactive course syllabus is designed to integrate learning, learning objectives, and learning objects into an important document that is presently underutilized and unappreciated as an instructional tool. The paper also summarizes the potential benefits of the usage of the interactive syllabus for online instruction.
Perceptions of Educational Games: A Study of a Blog Post
(2011) Ackerman, Lyn; Kong, Kellie; Desiato, Caterina; Lyn Kajiwara Ackerman - University of Hawai‘i at Mānoa; Kellie Kong - University of Hawai‘i at Mānoa; Caterina Desiato - University of Hawai‘i at Mānoa
Video games have become the new “hot” topic among teachers, researchers, parents and others interested in technology and education. This phenomenological study attempts to understand the lived experience of those who use educational games. A recent post from the O’Reilly Radar, Corcoran (2010, October 27) brought attention to a blog post by McLeod (2009, July 23). With the provocative title of “Do Most Educational Games Suck?” McLeod’s blog post received 78 comments. Comments from this blog were analyzed qualitatively in order to grasp the commentators lived experiences. It showed there was a dichotomy in their perceptions of video games as schooling (formal learning) versus learning (informal learning). Although the data is specific to this blog, it gives researchers, educators and designers insight into the perception of some game users and offers information for the future design, development, and use of games in education.

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