TCC 2013 Proceedings

Permanent URI for this collectionhttps://hdl.handle.net/10125/69137

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Now showing 1 - 6 of 6

Spherical thought: Over, above, beyond things flat!
(2013) Watson, Katherine; Katherine Watson - Coastline Community College
Spherical thinking comprises the notion that academic objectives, as well as human interests in general, lie on a curved plane as points equidistant from a center. Spherical thought crosses standard disciplinary boundaries as well as geographical or demographic ones, thereby comprising transdisciplinary dynamic, continuous interactivity. In the twenty-first century, such thought is commonly carried out, often enhanced, with the Internet. Exemplarily, European Union educators have proposed programs promoting Internet-enriched spherical thinking. And an EU-style curriculum has been effectively emulated in electronically delivered French language and culture courses at Coastline Community College, in California, USA, exploiting a simple four-phase template of praxis applicable internationally: Leap inside, jump outside, discuss dynamically, and conceive and achieve actionable results. Besides honing their language skills, Coastline’s intermediate-advanced learners of French online have come to understand how to examine in a spherical, transdisciplinary fashion certain questions formerly classed within defined cultural, professional, or academic domains and how to profit from such examination techniques to become responsible global citizens.
The Effect of Nintendo Wii and Gender to Physical Education Students’ Balance Performance
(2013) Vernadakis, Nikolaos; Giannousi, Maria; Antoniou, Panagiotis; Gioftsidou, Asimenia; Ioannidis, Dionisis; Nikolaos Vernadakis - Democritus University of Thrace; Maria Giannousi - Democritus University of Thrace; Panagiotis Antoniou - Democritus University of Thrace; Asimenia Gioftsidou - Democritus University of Thrace; Dionisis Ioannidis - Democritus University of Thrace
The aim of this study was to explore whether there is a gender difference in the beneficial effects of Nintendo Wii-Fit Plus, which is a series of sports video games used to support Physical Education students’ balance performance. Participants were twenty-six (n=26) undergraduate students, between the ages from 20-22 years old. Thirteen (50%) of the participants were male and thirteen were female (50%). The balance ability assessment was performed with the Biodex stability system. Participants voluntarily completed 24-minute Wii-Fit Plus sports video games 2 times per week for a total of 8 weeks. A one-way analysis of covariance (ANCOVA) was conducted to compare the adjusted mean score of the post-tests for the two gender groups. The results indicated that there was no significant difference between the two gender groups on balance post-test scores. These finding suggest that females will benefit as equally as males by using the Nintendo Wii-Fit Plus balance games. However, further research is needed to see if these results exist with other student populations enrolled in other sports video games.
Participation Matters: Evaluating Shared Leadership in Online Games
(2013) Hamons, Linda; Stricker, Andrew; Armstrong Anne-Marie; Linda Hamons - Cynthia Calongne; Andrew Stricker - Colorado Technical University; Anne-Marie Armstrong - Colorado Technical University
Socialization and teamwork enhance the learning experience, and as online teams perform complex tasks, can they benefit from sharing the leadership role? This study examines shared leadership in virtual teams that meet in an online game and examine participant perceptions as well as direct measurements as the leadership role was shared. The paper reviews the research method and research design for evaluating shared leadership within an online game simulation kit set in a 3D virtual world, and then analyzes the experiment's results and compares them to understand how online courses can benefit from shared leadership opportunities.
E-Learning in the 21st Century: Multimedia, Differentiation and Diversity
(2013) Evans, Ruby; Ruby Evans - Colorado Technical University
Continuous quality improvement in the curriculum is a viable concern, especially for online and for-profit colleges that offer distance education. This research commenced with a conceptual framework that highlighted the relevance of integrating multimedia, differentiated learning activities, and culturally sensitive materials and activities in an online setting. The author reviewed the published literature to identify findings that support continuous quality improvement of online curricula through integration of these constructs.
Maintenance and Development of the Library Web Portal at Bryant & Stratton College Cleveland Downtown Campus
(2013) Dudley, Joseph; Joseph M. Dudley - Bryant & Stratton College
Academic library websites have become major service points for both students and faculty, but the professional literature has tended to report primarily on website design and usability testing rather than daily maintenance. In order to contribute to a conversation on the maintenance activity associated with academic library websites and the establishment of best practice guidelines, this paper will first review selected literature addressing library website maintenance and then review daily activities associated with the maintenance of the Bryant & Stratton College Cleveland Downtown campus library portal. The discussion will include established daily tasks and maintenance performed in response to communication with the library committee, faculty and administration, and students. Usability testing conducted as a maintenance tool will also be considered.
Informed “Privacy” and “Terms of Use” Policies for Online University Courses
(2013) Cohn, Ellen; Watzlaf, Valerie; Ellen R. Cohn - University of Pittsburgh; Valerie J.M. Watzlaf - University of Pittsburgh
Before gaining access to most course management websites, university students, teaching assistants, and faculty members must first enter a user name and associated password. While log-in and authentication processes imply that a course website and the information contained therein is restricted to registered students, assigned faculty, and teaching assistants, such is not necessarily the case. Obligatory “log-in” safeguards and suggested “log-out” rituals can promote an inflated sense of the privacy and security of online courses. In reality, the elements of course privacy and security are multi-layered, with potential protections and vulnerabilities that may not be fully obvious. It is therefore important that participants in the virtual classroom appreciate the potential protections and limitations to course privacy. Such knowledge can allow students and faculty alike to make informed choices concerning their participation (e.g., the nature of the content they post; performance characteristics such as date/time of participation). This paper will describe how course-specific privacy statements can provide participants with a greater sense of “informed privacy.” The authors will suggest elements for inclusion and instructor practices to minimize risk, including a requirement that all users of a course management website agree to a “Terms of Use” policy

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