ePosters

In these electronic poster sessions presenters will briefly share their work, answer questions, and interact with attendees. The focus of the ePosters will be course/training programs, completed research, or global perspectives. Attendees will have the chance to view more than one ePoster session during each time block.

NOTE: Change to program–New ePosters E-10 and E-21 added below

Wednesday, 10:30-11:15 am (ePosters)
E-1
Speedy learning: Best practices in accelerated online instructional design
Anastasia Trekles, Director of Learning Technology, Purdue University North Central
This session will help instructional designers, program coordinators, and others understand more about the unique needs of students in accelerated online programs, which in turn can help them develop coursework that better supports deeper and more thorough approaches to learning. Specific examples of the types of course objectives, assignments, assessments, and overall course designs will be shared.
E-2
50,000 words: Participatory writing in the digital extracurriculum
Kelly Jones, Instructional Designer, Missouri University of Science & Technology
National Novel Writing Month is an Internet phenomenon that challenges participants to write a 50,000 word draft of a novel in 30 days during the month of November. Hundreds of thousands of people have joined the site since it began in 1999. This online, qualitative study describes the experiences, motivations, and learning gains of 100 participating writers from 12 countries.
E-3
Using PowerPoint and YouTube to create video lectures with captions
Joseph Zisk, Professor, California University of Pennsylvania
Create video lectures using MS Office PowerPoint and host the videos on YouTube. Procedures and strategies for making narrated PowerPoint videos and adding closed captions will be illustrated. The videos can be embedded into a learning management system for student viewing.
E-4
Student success factors in graduate psychology professional programs
Noelle Newhouse, Associate Professor and Jessica Cerniak, Associate Professor, The Chicago School of Professional Psychology
What differentiates students who successfully complete their online degree program from those who do not? This study explored the relationships between various factors, including pre-admission and matriculation data and final grades, and whether students successfully completed their fully online master’s degree programs. Implications for the development of student support, retention, and recruitment efforts will be discussed.
E-5
A nurse-led distance medical course for laymen: An Indian experience
Susheela Immanuel, Nurse Educator and Elizabeth John, Nurse Educator, Christian Medical College, Vellore
Imparting cost-effective, quality medical training using distance learning methodologies to socially responsible laymen living among the poor is a challenge. This nurse-led initiative with strong student support provides basic health training covering knowledge, skill, and attitude components designed to impact the health status of the numerous Indian villages with poor healthcare access.
E-6
Reconceptualizing feedback from the student’s perspective
Simone Conceição, Professor and Anita Samuel, Graduate Assistant, University of Wisconsin-Milwaukee
Feedback in education traditionally has a more narrow focus and generally refers to information on how a student performs with reference to an identified goal. Research into online education has consistently documented the need for timely, detailed, and appropriate feedback. The presenters will share student perceptions of feedback and discuss how to engage and enhance student participation in online courses through communicative feedback.
Wednesday, 11:30 am-12:15 pm (ePosters)
E-7
Issues in open and distance learning (ODL) in Turkey
Cengiz Hakan Aydin, Professor, Anadolu University
The purpose of this presentation is to summarize the current status of ODL in Turkey, elaborate on issues in management and design of ODL offerings, and initiate a discussion with participants on how to cope with these issues and to improve the research and the practice of ODL in Turkey.
E-8
Show me what you know: Student choice and scaffolding
Renee Chandler, Associate Professor, University of Wisconsin-Stout
Learners have different ways of showing us what they know. See how one online instructor utilizes student choice and scaffolding to make learning more accessible for all students. Participants in this session will have the opportunity to ask questions, reflect on the material presented, and discuss possible applications to their own course design.
E-9
Providing and tracking mobile professional development using multimedia modules and badges
Carolyn Awalt, T3 LEAP Grant Co-PI, Technical Advisor and Teresa Cortez, Visiting Professor, College of Education, University of Texas at El Paso
Professional development workshops last for a few hours or a day; then they are gone. Find out how this university developed web-based modules that were available anytime and could be used on mobile devices. Learn how they assessed student understanding and awarded student achievement with badges while providing administrators a comprehensive trail of all their activities.
E-10
Online learning with equity pedagogy
Sara Schoen, Training Coordinator and Irene Duranczyk, Associate Professor, University of Minnesota
Do you have an interest in multicultural education? Or perhaps you are wondering where and how equity pedagogy aligns with online learning? Does Chickering and Gamson’s 7 principles of good practice for undergraduate teaching sound vaguely familiar? Come to this poster presentation to discuss how these connect to each other and online teaching.

*Change to program—NEW SESSION*
E-11
An examination of motivational factors in a virtual choir
Justin Whiting, Doctoral Student and Curtis Bonk, Professor, Indiana University
Informal online projects such as Eric Whitacre’s Virtual Choir, are a powerful space for participants to learn and share common interests. This presentation will present research examining what motivates participation in this project. Findings such as “wanting to be a part of a global choir” will be discussed as they relate to motivation and participation in online informal learning environments.
E-12
Online teaching journal to monitor performance of teacher education candidates
Amy Otis-Wilborn, Professor, University of Wisconsin-Milwaukee and Wanda Routier, Assistant Professor, Concordia University Wisconsin
Increasingly, teacher preparation is conducted in online environments. While there is substantial information about delivering courses, there is less about effective methods for evaluating students’ teaching, planning and assessment performance. This session will introduce the design, structure, and use of an online teaching journal to supervise and support developing special education teachers in field-based teaching experiences.
Wednesday, 2:00-2:45 pm (ePosters)
E-13
Access to success: Serving diverse populations in online education
Adam Rusch, Graduate Research Assistant, Center for Innovation in Teaching & Learning and Randi Congleton, Graduate Research Assistant, Office of Community College Research and Leadership, University of Illinois
This research project examines the support given to domestic minority students enrolled in online graduate programs from the University of Illinois and the perceptions of students on the support they receive. The presenters will share the results of their research and engage in discussion of what this might mean for the future of online learning.
E-14
Creating visual contexts for learning
Eileen Horn, Instructional Designer and Tae (John) Jeon, Senior Instructional Designer/Project Manager, University of Wisconsin–Extension
How do you present complex information developed by experts to novice learners? This session will help you design and develop your online instruction visually to increase the learning opportunity for students. The presenters will discuss the benefits of creating visual contexts for learning and show multiple examples from their institution.
E-15
The Digital Learning Faculty Certificate Program
Emily Hixon, Associate Professor of Education and Heather Zamojski, Director, Academic and Research Computing, Purdue University Calumet
In its ninth year, the Digital Learning Faculty Certificate Program at Purdue University Calumet is a mentoring-based program designed to support faculty as they develop an online, hybrid, or technology-enhanced course. In this session directors of the program will explain the program, showcase the program’s course site and learning activities, and overview research findings highlighting the program’s keys to success.
E-16
Flipped learning: Using SCORM for formative assessment
Joseph Zisk, Professor, California University of Pennsylvania
Flip your classroom by having students watch video lessons outside of class and perform student-centered activities in class. The session describes flipped learning and incorporating quiz questions into video lessons via SCORM/LMS import tool. The LMS scores the questions and helps instructors monitor the students viewing of the video lessons and student learning.
E-17
Is personality related to career and life satisfaction of online instructors?
Jeral Kirwan, Assistant Professor, Ashford University and Elizabeth Roumell, Assistant Professor, North Dakota State University
Researchers purport that online education involves features of teaching, learning, and communication that are fundamentally different than conventional education. Based on this understanding, it would be fair to suggest that online educators also must bring a different set of characteristics to their online educational ecology. Relationships between online educator personality traits and their life and work satisfaction will be explored.
E-18
Virtual and remote science lab effectiveness: What the research says
Jim Brinson, Assistant Professor, American Military University
Which are more effective, hands-on or virtual/remote labs? How can we know? It is an increasingly important debate in online science education. This presentation investigates these questions by developing a new assessment model and surveying recent data trends from empirical studies since 2005, which seem to strongly support non-traditional labs as being equally or more effective as/than their traditional counterparts.
Wednesday, 3:00-3:45 pm (ePosters)
E-19
Using videos and discussion to enhance a blended lab
Kristina Obom, Program Director and Patrick Cummings, Program Director, Johns Hopkins University
This session will highlight the development of a compressed, three-week blended lab course–Bioprocessing and Scale-Up Laboratory. To maximize the in-class time, online content, with lab videos and discussion forums, was included. The presenters will discuss the format of the class, topic choices, and production, along student satisfaction for the videos, the discussion forum, and the overall course.
E-20
No mess, no myth: Better math courses online
Juan Xia, Instructional Designer, Penn State World Campus
This session will showcase a variety of technologies and instructional design strategies applied to two online undergraduate mathematics courses at the Penn State World Campus. The presenter will share the feedback collected from faculty and students, along with a data analysis for a brief overview of the value and weak points of the technologies and strategies.
E-21
Integrating library instruction and resources into your distance classroom
Donna Mullin, Reference Librarian, University of Massachusetts Lowell
Distance learners are often unaware of the library resources that are available or how to use them. We have seen that having this information greatly enhances student success. Using technology, students have the ability to learn how to use library resources and services on their schedule. Virtually meeting and working with librarians is an additional benefit.

*Change to program—NEW SESSION*
E-22
eLearning readiness assessment at a graduate institution
Sean Nufer, eLearning Specialist and Lisa Thompson, eLearning Project Coordinator/Intern, TCS Education System
The TCS Education System is conducting ongoing research regarding student attitudes toward online learning. Through the use of surveys and focus groups, researchers are able to quantify trends in classroom attitudes and better assess the utilization of technology in order to better engage students and instructors in the online classroom milieu. Data will be presented which demonstrate these observed trends.
E-23
Developing quality online degree programs: A faculty perspective
Laurel Newman, Director-Online Programs and Dyanne Ferk, Associate Dean, College of Business and Management, University of Illinois at Springfield
What drives faculty to develop high quality online courses? In this session, the presenters will explore: 1) Faculty perceptions about online course quality; 2) Factors that influence faculty motivation to develop high quality courses; and 3) Ideas about designing an organizational culture that promotes excellence in online learning.
E-24
The role of questions embedded in online lecture to facilitate learning
Khadija Bakrim, Programmer Analyst II, Texas Tech University
A questioning strategy is especially important online, where the learner relies heavily on interaction with the content. Research shows that, in most cases, active interaction with content increased gains in recall and comprehension. This study will examine whether embedded questions in online lectures activate students’ thinking and improve their learning, with the intent of helping online instructors and instructional designers implement interactive instructional strategies.


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