TCC 2014 Proceedings

Permanent URI for this collectionhttps://hdl.handle.net/10125/69136

Browse

Now showing 1 - 10 of 10

Teaching based augmented reality and smartphones to promote learning motivation among middle school students
(2014) Seifert, Tami; Tshuva-Albo, Vicky; Tami Seifert - Kibbutzim College of Education; Vicky Tshuva-Albo - Kibbutzim College of Education
Educators' attitudes toward wireless devices are mixed. Some teachers perceive them as a distraction to the educational process while others report the benefits of wireless devices to the learning process. The aim of this study was to examine the extent to which middle school students' use of smartphones for teaching affects students' motivation. Moreover, it explored students' attitudes toward the implementation of smartphones in education: the types of usage they implement and suggest and whether they think that smartphones should be implemented in schools at all. The findings showed that students were highly motivated compared to the control group; they expressed willingness to conduct such activities in the future and said they would be excited to develop an activity of their own.
Faculty Perceptions on the Benefits of Instructor Evaluation for Improved Online Facilitation
(2014) Schulte, Marthann; Marthann Schulte - Park University
This research study reviewed the Online Instructor Evaluation System (OIES) used by Park University’s Distance Learning program. The system is a peer/administrative means to evaluate adjunct instructors for effective online class facilitation. Online instructors who had been evaluated by the OIES were surveyed on their perspective of how the OIES impacted their online instruction. Both quantitative and qualitative results of the research survey indicated that online adjunct instructors perceived the OIES as a beneficial system to gauge and improve online facilitation.
The Effect of Educational Networking on Students’ Performance in Biology
(2014) Nee, Chee Ken; Chee Ken Nee - University of Malaya
The purpose of present study is to investigate the impacts of incorporating Edmodo as educational network, into a classroom setting on the academic achievement of Biology students based on three types of conceptual level comprises of direct, simple, and complex concept. Researcher intended to seek for the reason of improvement in their achievement test for all the three types of conceptual level. A total of 140 Biology students was selected from three secondary schools which were chosen using convenient random sampling to participate in this study and were divided randomly into two groups. A mixed methods design which involved pretest-and post-test was obtained as quantitative data and follow-up with in-depth interview was obtained as qualitative data. Mann–Whitney U tests were used to analyze students’ gain scores. The results indicated that students that were instructed by the instruction with intervention performed a larger on the gain scores of all the three cognitive levels; than those instructed by the conventional approaches. Five themes of reason for the difference on gain score between control group and experimental group were found from interview data which encompass self-paced learning, boredom, complex conceptual understanding, interesting and motivation, extra information and; communication and interactivity. This educational network will permeate all facets of the curriculum as a new paradigm of teaching tools.
Open Education: A Revolution of Resources and Community
(2014) Murray, Jason; Jason W. Murray - Cornwall-Lebanon School District
Open educational resources and supportive communities offer the perfect environment for open education. The revolution to open education from traditional classroom resources and teaching methods advances our understanding of the educational process and helps us progress to higher levels of thinking. Through an exploratory network analysis, this synthesis of existing literature examines educator and student needs while recognizing the required curriculum aspect of the course. Highlighting available resources and communities for open education with respect to communication between educators and students, delivery of curriculum to students, and instructional design that integrates open resources drives the main concepts of this review. The objective of the review entails discovering resources and communities that support open education and connect students to the curriculum through educators.
Supporting Organization Development by Linking Systems Implementation and Faculty Orientation
(2014) McCord, Alan; Franetovic, Marija; Alan McCord - Lawrence Technological University; Marija Franetovic - Lawrence Technological University
Orientation programs are commonly used to introduce new faculty members to institutional expectations and practices, establish relationships with their new colleagues, and integrate new hires with institutional culture. Various faculty development programs provide opportunities for faculty to learn and apply new skills, technologies, and techniques. Faculty development programs can also be linked to systems implementation projects, which can be an important component of organization development initiatives. This paper summarizes best practices regarding systems implementation and faculty development found in the academic literature. Principles of systems implementation and organization development are discussed, and a brief case study of one university’s new faculty orientation program is presented. Four specific examples are provided where the faculty orientation is linked with systems implementation initiatives. These examples include implementation of learning technologies as well as systems to enhance faculty performance. Lessons learned from supporting organization development via systems implementation within the context of a new faculty orientation program are discussed, focusing on discovering and mitigating barriers to change. The paper concludes with recommendations for further evolving new faculty orientation programs and areas for future academic study.
Creating an Online Professional Writing Course for Mid- to Late-Career Nurses
(2014) Mabrito, Mark; Mark Mabrito - Purdue University Calumet
This paper details the results of a project to develop an online professional writing course for mid- to late-career nurses enrolled in an online bachelor’s degree completion program. Course design took into account principles of adult learning theories and attempted to provide an online learning experience that promoted self-reflection as well as connections between course material/assignments and students’ prior experience. Additionally, students were provided with targeted discussion prompts to assist in drawing connections between course material and workplace practice. Although students expressed initial concerns over the online learning environment, they eventually evaluated the course as a positive experience, as well as reporting direct connections between course material and its influence on their workplace practice.
Cyberbullying in the Online Classroom: Faculty as the Targets
(2014) Eskey, Michael; Eskey, Michael, Jr.; Michael T. Eskey - Park University; Michael T. Eskey, Jr. - Valdosta State University
With the increase of online learning has come a subsequent rise of cyber-bullying. Bullying has typically been found in the workplace and between students in the classroom, outside of the classrooms, and in recent times, in many forms of social media. Most recently, faculty members have become targets and victims of cyber-bullying. For many, there are not established policies or training on how to react. The current research addresses the scope of the problem, a review of the findings of cyberbullying related to a university where a majority of the coursework is administered online, and a plan for addressing the problem through policies, training, and professional development. The research includes a survey of current online faculty, the findings, and recommendations for addressing the problem.
Building Courses for Nontraditional Students with Blended Learning
(2014) Caudill, Jason; Jason G. Caudill - King University
The market for higher education is continuing to change, with an increasing number of students falling into the non-traditional category of 25 years old or older. The unique needs of these students are demanding that universities change their delivery methods. This change often takes the form of blended learning delivery. This paper will provide an overview of how blended learning best serves nontraditional students and how organizations can be successful in building blended learning experiences.
Slippery Rocks and ALGAE: A Multiplayer Educational Roleplaying Game and a Model for Adaptive Learning Game Design
(2014) Calongne, Cynthia; Stricker, Andrew; Truman, Barbara; Murray, Jason; Lavieri, Edward, Jr.; Martini, Diane; Cynthia Calongne - Colorado Technical University; Andrew Stricker - Air University; Barbara Truman - Fusion Unlimited Networks; Jason Murray - Colorado Technical University; Edward D. Lavieri, Jr. - Colorado Technical University; Diane Martini - Fusion Unlimited Networks
A 10-week summer seminar explored how to foster engagement and collaboration using games and 3D immersive learning strategies for integrating massive open online courses (MOOCs) with 3D virtual worlds. Among the games that were designed and play tested, this paper presents Slippery Rock Falls, a multiplayer educational roleplaying game (MPERG) set in a virtual world that promotes communication through cooperation and introduces ALGAE, an Adaptive Learning Game Design model for educational game design.
Exploration, Engagement and Inquiry in Undergraduate Education: A Case Study of Learning about Science Using LEGO® and Technology
(2014) Baylen, Danilo; Goldberg, Cristine; Danilo M. Baylen - University of West Georgia; Cristine Goldberg - University of the Cumberlands
This case study explores perceptions of undergraduate teacher education students, enrolled in an online course, on types of educational experiences that foster engagement in science-related courses and impact their active participation. The use of LEGO® and technology was a vehicle to implement this inquiry. The case study also provides information about faculty practices perceived as positive towards science teaching, student success and increased completion rates of college students majoring in STEM disciplines. Feedback from undergraduate students provided information on how to enhance the teaching of science online. Finally, the value of this case study not only facilitates better understanding on how to increase the number of pre-service teachers interested in STEM teaching but also to increase the number of qualified STEM teachers for public schools that will teach the next generation of K-12 students.

Browse

Recent Submissions