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Modernizing The Integrated Approach: A Dynamic Teaching Method Using Podcasts And Multimedia Content, Justin T. Hughes 2016 University of San Francisco

Modernizing The Integrated Approach: A Dynamic Teaching Method Using Podcasts And Multimedia Content, Justin T. Hughes

Master's Projects

This project explores ways to create a curriculum in which multimedia and technology such as podcasts, streaming video, and online articles are utilized effectively in order to develop academic skills for adult international students, specifically those with the goal of attending an American university. Through this integrated approach that combines all of the essential language skills (listening, reading, speaking, and writing), students will build confidence and thus become empowered and individualized learners. They will be able to attain mastery of an essential academic skill set that will assist them in attaining their goals in many different realms.

This project engages ...


Challenges Experienced By Korean Medical Students And Tutors During Problem-Based Learning: A Cultural Perspective, Hyunjung Ju, Ikseon Choi, Byoung Doo Rhee, Jong Tae-Lee 2016 The University of Georgia

Challenges Experienced By Korean Medical Students And Tutors During Problem-Based Learning: A Cultural Perspective, Hyunjung Ju, Ikseon Choi, Byoung Doo Rhee, Jong Tae-Lee

Interdisciplinary Journal of Problem-Based Learning

How people learn is influenced by the cultural contexts in which their learning occurs. This qualitative case study explored challenges Korean medical students and tutors experienced during their PBL sessions from a cultural perspective using Hofstede’s cultural dimensions. Twelve preclinical medical students and nine tutors from a large Korean medical school participated in interviews. The interview data were analyzed using the constant comparative method and classified according to Hofstede’s cultural dimensions. Twenty-two themes emerged within the following overarching categories: large power distance (6 themes), high uncertainty avoidance (6), individualism (3), collectivism (4), and masculinity/short-term orientation (3). This ...


A Review Of Video Triggers And Video Production In Higher Education And Continuing Education Pbl Settings, Päivi M. Rasi, Sari Poikela 2016 University of Lapland, Finland

A Review Of Video Triggers And Video Production In Higher Education And Continuing Education Pbl Settings, Päivi M. Rasi, Sari Poikela

Interdisciplinary Journal of Problem-Based Learning

Higher education faces the challenges of bridging education and authentic work. In addition, it needs to respond to the highly multimodal and participatory communication and content creation practices, preferences, and cultures of present and future students. The aim of our article is to discuss how the use of video triggers and video production in PBL can help to respond to these challenges. Based on a literature review, we present and discuss the uses and outcomes of video triggers and video production within PBL contexts and related higher education and continuing education contexts. The research evidence reviewed in this article clearly ...


Teaching Online: Prospective Online Teachers’ Experiences And Prioritized Areas For Training, Yu-Hui Ching, Yu-Chang Hsu, Kerry Rice 2016 Boise State University

Teaching Online: Prospective Online Teachers’ Experiences And Prioritized Areas For Training, Yu-Hui Ching, Yu-Chang Hsu, Kerry Rice

Yu-Hui Ching

To become effective online instructors, teachers need to develop knowledge and a new set of skills conducive to creating a meaningful and successful learning experience for online students. This study surveyed 36 prospective online instructors on their experiences with technology, online pedagogy, online assessment, and course design skills to identify and prioritize areas for training and professional development. Implications for instructional design and future research were discussed.


Mobile Apps For Older Adults: Health, Learning, And Living, Sally Baldwin, Yu-Chang Hsu, Yu-Hui Ching 2016 Boise State University

Mobile Apps For Older Adults: Health, Learning, And Living, Sally Baldwin, Yu-Chang Hsu, Yu-Hui Ching

Yu-Hui Ching

The growing population of older adults has the opportunity to live longer in a healthier manner than previous generations. Research has identified the importance of social connection, financial independence, and health care to increase longevity and well-being. Mobile apps offer older adults a connection to information and the ability to interact with others. Forty-one mobile apps have been identified and categorized (community, financial, lifestyle, medical, and memory) that help improve older adults’ health and welfare to demonstrate the potential of mobile apps for older adults in health, learning and living.


Not Created Equal: The Effectiveness Of Two Types Of Educational Computer Games, Timothy Brent Dedeaux 2016 University of Southern Mississippi

Not Created Equal: The Effectiveness Of Two Types Of Educational Computer Games, Timothy Brent Dedeaux

Dissertations

The purpose of the study is to compare two types of educational video games based on Malone’s (1984) theory of challenge, curiosity, and fantasy. The participants were 136 students from a community college in the southeastern United States. The study used a quantitative approach with participants randomly divided into two groups, one playing each of the two games. Participants were given a brief introduction to a list of French phrases and words, took a pre-test, played the selected game, and then took a post-test to assess content knowledge gain. Brockmyer et al.’s (2009) Game Engagement Questionnaire was used ...


The Efffectiveness Of Digital Leadership At K-12 Schools In Mississippi Regarding Communication And Collaboration During Ccrs Implementation, Lin Zhong 2016 University of Southern Mississippi

The Efffectiveness Of Digital Leadership At K-12 Schools In Mississippi Regarding Communication And Collaboration During Ccrs Implementation, Lin Zhong

Dissertations

Successful CCRS implementation requires educators to communicate and collaborate at the local, state, and national level. Technology plays an important role in successful CCRS implementation. This study aims to investigate how digital leadership improves communication and collaboration at K-12 schools in Mississippi regarding implementation of CCRS as well as the effectiveness of different ways of supporting communication and collaboration regarding CCRS implementation. Mixed-method was chosen to investigate the research questions. Ten public school principals from two school districts were interviewed and observed at qualitative stage and two hundred fifty-four public schools teachers participated in the survey at quantitative stage. Interviews ...


Learning Through Design: Mooc Development As A Method For Exploring Teaching Methods, Robin Bartoletti 2016 University of North Texas Health Science Center

Learning Through Design: Mooc Development As A Method For Exploring Teaching Methods, Robin Bartoletti

Current Issues in Emerging eLearning

Exploring new pedagogical approaches and technologies in learning experiences such as MOOCs offers educators a clear opportunity to reflect on and expand their teaching methods and document effective practices. However, while research has affirmed the value of self-reflection as an important means to improve one’s pedagogical practices, very limited data about self-reflection during course design exists for online instructors in higher education. A team of MOOC course designers thus seized the opportunity to investigate whether they could improve their teaching practices by engaging in a connectivist and reflective process to create an innovative MOOC. The MOOC design team for ...


How The Community Became More Than The Curriculum: Participant Experiences In #Rhizo14, Sarah Honeychurch, Bonnie Stewart, Maha Bali, Rebecca J. Hogue, Dave Cormier 2016 University of Glasgow

How The Community Became More Than The Curriculum: Participant Experiences In #Rhizo14, Sarah Honeychurch, Bonnie Stewart, Maha Bali, Rebecca J. Hogue, Dave Cormier

Current Issues in Emerging eLearning

The paper outlines participant experiences in a rhizomatic MOOC, #rhizo14. We begin with a brief outline of the structure of the course before presenting our five participant narratives to illustrate our beliefs that, for us, the #rhizo14 community became more than the curriculum. We then discuss some of the common themes in our narratives: the role that the Facebook group held in fostering our feelings of community, how the diversity of voices in the course promoted learning and engagement of group members, the formation of sub-communities with diverse interests, and the flexibility of participation that the course encouraged. While acknowledging ...


What Is It Like To Learn And Participate In Rhizomatic Moocs? A Collaborative Autoethnography Of #Rhizo14, Maha Bali, Sarah Honeychurch, Keith Hamon, Rebecca J. Hogue, Apostolos Koutropoulos, Scott Johnson, Ronald Leunissen, Lenandlar Singh 2016 American University of Cairo

What Is It Like To Learn And Participate In Rhizomatic Moocs? A Collaborative Autoethnography Of #Rhizo14, Maha Bali, Sarah Honeychurch, Keith Hamon, Rebecca J. Hogue, Apostolos Koutropoulos, Scott Johnson, Ronald Leunissen, Lenandlar Singh

Current Issues in Emerging eLearning

In January 2014, we participated in a connectivist-style massive open online course (cMOOC) called "Rhizomatic Learning – The community is the curriculum" (#rhizo14). In rhizomatic learning, teacher and student roles are radically restructured. Course content and value come mostly from students; the teacher, at most, is a curator who provides a starting point and guidance and sometimes participates as a learner. Early on, we felt that we were in a unique learning experience that we wanted to capture in writing. Explaining #rhizo14 to others without the benefit of traditional processes, practices, roles, or structures, however, presented a challenge. We invited participants ...


From Instructivism To Connectivism: Theoretical Underpinnings Of Moocs, Matt Crosslin 2016 University of Texas at Arlington

From Instructivism To Connectivism: Theoretical Underpinnings Of Moocs, Matt Crosslin

Current Issues in Emerging eLearning

While the first MOOCs were connectivist in their approach to learning, later versions have expanded to include instructivist structures and structures that blend both theories. From an instructional design standpoint the differences are important. This paper will examine how to analyze the goals of any proposed MOOC to determine what the epistemological focus should be. This will lead to a discussion of types of communication needed—based on analysis of power dynamics—to design accurately within the determined epistemology. The paper also explores later stages of design related to proper communication of the intended power structure or theoretical design as ...


Closing The Loop: Building Synergy For Learning Through A Professional Development Mooc About Flipped Teaching, Donna Harp Ziegenfuss 2016 University of Utah

Closing The Loop: Building Synergy For Learning Through A Professional Development Mooc About Flipped Teaching, Donna Harp Ziegenfuss

Current Issues in Emerging eLearning

This case study describes how a MOOC, funded through an NSF grant, was used to create and assess faculty professional development. The MOOC, designed and developed using a backward design process, guided participants through an online project-based learning experience that integrated learning about the flipped classroom and about how to flip a classroom as the participants designed flipped teaching materials. The course structure involved an introduction to flipped teaching and learning content, experimented with flipped ideas and concepts, and emphasized reflection and sharing of experiences with peers.

Although mentoring faculty in flipped pedagogical design was the primary MOOC goal, the ...


Current Issues In Emerging Elearning, Volume 3, Issue 1, 2016 University of Massachusetts Boston

Current Issues In Emerging Elearning, Volume 3, Issue 1

Current Issues in Emerging eLearning

No abstract provided.


Who Is A Student: Completion In Coursera Courses At Duke University, Molly Goldwasser, Chris Mankoff, Kim Manturuk, Lorrie Schmid, Keith E. Whitfield 2016 Duke University

Who Is A Student: Completion In Coursera Courses At Duke University, Molly Goldwasser, Chris Mankoff, Kim Manturuk, Lorrie Schmid, Keith E. Whitfield

Current Issues in Emerging eLearning

Much of the interest in MOOCs centers on questions about who completes them. Duke’s Coursera-based Massive Open Online Courses (MOOCs) confirm many demographic trends previously delineated by researchers at peer institutions. As found in previous research, this study found individuals who speak English as a first language and who already earned at least a bachelor’s degree are the most likely to complete a Coursera course. MOOC researchers to date have not, however, developed clear operational definitions about who constitutes a learner at the outset of the course. This paper proposes some possible definitions to standardize future research. Further ...


Foreword: Mooc Studies Well Past The Year Of The Mooc, Alan Girelli, Leslie Limon 2016 University of Massachusetts Boston

Foreword: Mooc Studies Well Past The Year Of The Mooc, Alan Girelli, Leslie Limon

Current Issues in Emerging eLearning

As we move nearly a half-decade beyond The New York Times’ declaring 2012 the "Year of the MOOC," the range of discussants involved in discourse on MOOCs has narrowed, yet the sophistication of scholarship produced continues to deepen. This second in a two-part series of special issues of Current Issues in Emerging eLearning celebrates this rich, new scholarship on MOOC theory and practice. Volume 3, Issue 1: MOOC Design and Delivery: Opportunities and Challenges presents an underlying argument: that the MOOC frontier can inform our decisions regarding all manner of educational approaches, from clickers in the classroom to evolving competency-based ...


Quality Management Of Learning Management Systems: A User Experience Perspective, Panagiotis Zaharias, Christopher Pappas 2016 Open University of Cyprus

Quality Management Of Learning Management Systems: A User Experience Perspective, Panagiotis Zaharias, Christopher Pappas

Current Issues in Emerging eLearning

Learning Management Systems (LMS) have been the main vehicle for delivering and managing e-learning courses in educational, business, governmental and vocational learning settings. Since the mid-nineties there is a plethora of LMS in the market with a vast array of features. The increasing complexity of these platforms makes LMS evaluation a hard and demanding process that requires a lot of knowledge, time, and effort. Nearly 50% of respondents in recent surveys have indicated they seek to change their existing LMS primarily due to user experience issues. Yet the vast majority of the extant literature focuses only on LMS capabilities in ...


Applying A Community Of Inquiry Instrument To Measure Student Engagement In Large Online Courses, Carol A.V. Damm 2016 Brandeis University

Applying A Community Of Inquiry Instrument To Measure Student Engagement In Large Online Courses, Carol A.V. Damm

Current Issues in Emerging eLearning

The similarity of structure shared by Massive Online Open Courses (MOOCs) and traditional online college courses creates the opportunity to evaluate MOOC and related course offerings using a validated evaluation instrument, the Community of Inquiry (CoI) survey, to measure Teaching, Social, and Cognitive Presences (Garrison, Anderson, & Archer, 2000) in college-level online courses. In this study, the survey has been adapted to evaluate instances of student engagement in large online courses offered at low cost by a publishing firm. The courses suffer from two of the standard problems associated with MOOCs: high dropout rates and inconsistent participation among all but a ...


Moving Beyond Mooc Mania: Lessons From A Faculty-Designed Mooc, Julia Parra 2016 New Mexico State University

Moving Beyond Mooc Mania: Lessons From A Faculty-Designed Mooc, Julia Parra

Current Issues in Emerging eLearning

Massive open online courses (MOOCs) have attracted fame, perhaps even notoriety, in recent years. However, we have yet to articulate clearly the purpose and potential for MOOCs. Moreover, we lack established best practices in the process of designing MOOCs. We lack models for practical use by faculty and early career instructional designers, whose group members function with limited resources but would like to engage in the intriguing process of MOOC design. The first goal for this case study is to demonstrate how a MOOC titled Adventures in Learning Design, Technology, and Innovation (#LDTIMOLO) was developed following the ADDIE framework and ...


Participant Experience Of The First Massive Open Online Course (Mooc) From Pakistan, Syed Hani Abidi, Aamna Pasha, Syed Ali 2016 Aga Khan University / University of Oxford

Participant Experience Of The First Massive Open Online Course (Mooc) From Pakistan, Syed Hani Abidi, Aamna Pasha, Syed Ali

Current Issues in Emerging eLearning

Background: In recent years, massive open online courses (MOOCs) have steadily gained popularity. It appears, however, that MOOC learners are concentrated mostly in the affluent English-speaking countries. MOOCs’ free-of-cost, easy accessibility should make them obviously attractive to participants from low-and-middle-income countries (LMIC). The reason why LMIC enrollments in MOOCs are so low is therefore unclear. In the year 2014, the first MOOC was launched from Pakistan. We administered a survey to the enrollees of this MOOC to explore concerns, fears, and limitations that might be deterring the LMIC audience from participating in MOOCs.

Methods: The MOOC was a three-week course ...


Leveraging Articulate Storyline And An Lms To Go Beyond The One Shot Il Session, Eric A. Kowalik, Elizabeth Andrejasich Gibes, Valerie Beech 2016 Marquette University

Leveraging Articulate Storyline And An Lms To Go Beyond The One Shot Il Session, Eric A. Kowalik, Elizabeth Andrejasich Gibes, Valerie Beech

Eric A. Kowalik

Covering necessary information literacy topics in a one shot session can be difficult. To address this challenge, the Marquette Raynor Memorial Libraries moved to a new instruction model for the First Year English program. The new model involved embedded librarianship and interactive Articulate Storyline tutorials pre-loaded into the Learning Management System (LMS). These new initiatives provided flexibility in teaching information literacy concepts and fostered stronger relationships between librarians and their instructors. Learn about the development, implementation and evaluation of this new program. (Transcripts of the presentation can be found in the Notes field of the PowerPoint slides).

The tutorials used ...


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