//scholarworks.iu.edu/journals/index.php/jotlt/issue/feed Journal of Teaching and Learning with Technology 2018-05-20T17:42:30-04:00 Editors jotlt@iu.edu Open Journal Systems <p>The Journal of Teaching and Learning with Technology (JoTLT) is an international journal dedicated to exploring efforts to enhance student learning in higher education through the use of technology.</p> //scholarworks.iu.edu/journals/index.php/jotlt/article/view/19770 “They Look at Themselves and Say: “Well, Okay…””: The Contribution of Video to Professional Identity Development 2018-05-20T17:42:30-04:00 Anne-Mette Nortvig amn@learning.aau.dk <p><em>This paper focuses on the development of professional identity by the use of video technology. On the basis of empirical material from a professional bachelor’s e-learning programme, it is argued that the use of video can contribute to reflection of professional identity through its opportunities for visual reification of the professional “Me”: while acting in profession-like settings, the students experience their professional actions from an inside “I”-perspective, but while watching themselves on the video recording of it later on, they can see, reflect and evaluate their professional “Me” from an outside perspective in the role of the professional other. </em></p> 2017-02-02T10:44:53-05:00 ##submission.copyrightStatement## //scholarworks.iu.edu/journals/index.php/jotlt/article/view/19996 Student Engagement Across Cultures - Investigating Lecture Software 2018-05-20T17:42:28-04:00 Alison J Green green@uwf.edu Gail Sammons gail.sammons@unlv.edu Alice Swift swifta@unlv.nevada.edu <p><strong>Most instructors are looking for ways to improve student engagement in higher education classrooms across the globe.  With the influx of tablets and laptops as the tool for students in the 21<sup>st</sup> century, the question arises of how best to integrate technology into the design of a lecture and is there a difference when designing a lecture with technology across cultures?  The purpose of this study was to investigate lecture software in the classroom. Students and instructors from Singapore and the U.S. participated.  The instrument, to collect the perceptions of the lecture software was the Student Engagement Survey, and the results reveal that active learning was a common educational thread across the globe by using the lecture software technology.</strong></p> 2017-02-02T10:44:53-05:00 ##submission.copyrightStatement## //scholarworks.iu.edu/journals/index.php/jotlt/article/view/21161 Enhance Students’ Learning in Business Statistics Class Using Video Tutorials 2018-05-20T17:42:27-04:00 Guolin Lai glai@louisiana.edu Zhiwei Zhu zzhu@louisiana.edu Douglas Williams dwilliams@louisiana.edu As a supplement to traditional classroom instruction, online video tutorials were created and made available as just-in-time support to enhance undergraduate business students’ academic performance in a required introductory business statistics course. The study showed the availability of video tutorials enriched students’ learning experiences and enhanced their academic performance. The results suggest that the learning benefits of the video tutorials were instrumental to those students with a final course grade B or C because these students were struggling to understand the course materials in the class. While those students with a final grade of A, D, or F might believe that they either totally understood everything or they were absolutely lost in the class. In either case, these students might believe that studying the video tutorials added no more value to their understanding of the materials presented in the class. 2017-02-02T10:44:54-05:00 ##submission.copyrightStatement## //scholarworks.iu.edu/journals/index.php/jotlt/article/view/21321 Using eCoaching to Improve Practice of Novice Teacher Educators 2018-05-20T17:42:25-04:00 Kelley Regan kregans@aol.com Margaret (Peggy) Weiss mweiss9@gmu.edu Anya Evmenova aevmenov@gmu.edu <p>Coaching is becoming a more widely-accepted model of support for both preservice and inservice P-12 teachers. With the use of technology such as Bluetooth headsets and live streaming, coaching has become less intrusive and more “in the moment.” In this case study, we describe the use of an <em>e</em>Coaching process for two PhD students who taught courses in a teacher preparation program of a higher education institution. The four-step process included (a) observing the PhD students teach, (b) collaboratively developing instructional goals with the coach, (c) providing performance feedback while coaching, and (d) reflecting on the process with the two PhD students who were teaching undergraduate courses. Findings indicate that <em>e</em>Coaching was well received and provided multiple opportunities for both PhD students and their coach to reflect on instruction as well as the <em>e</em>Coaching process. Implications for practice and future research are discussed.</p> 2017-02-02T10:44:54-05:00 ##submission.copyrightStatement## //scholarworks.iu.edu/journals/index.php/jotlt/article/view/19528 The Effectiveness of Teaching and Learning Process in Online Education as Perceived by University Faculty and Instructional Technology Professionals 2018-05-20T17:42:23-04:00 Raghu Naath Singh raghu.singh@tamuc.edu David Hurley David.Hurley@tamuc.edu <p>Objective of the study was to assess selected principles of effective online education. Elements of those principles were identified and ranked in terms of their relative importance through Delphi procedures. Research steps included (1) a review of relevant literature critically reporting challenges and credibility of online course delivery experienced in the higher education, (2) developing a list of major principles for online learning (efficacy, student empowerment, and academic integrity) based on the literature, (3) selecting a sample through a chain-referral technique of faculty members and supporting technology staff involved in online teaching at selected university campuses, (4) interviewing respondents in two rounds to rank goals and means of each of the three evaluative principles, and (5) analyzing data and subjecting them for reliability and validity analyses. The study found strong academic support in the matters of efficacy and student empowerment for online teaching; but also found some concerns respondents had about the issues of maintaining adequate integrity of online courses.    </p><em>Keywords: </em>online education<em>, </em>teaching-learning process, identifying three effectiveness evaluation principles of efficacy, student empowerment and academic integrity; ranking goals and means for three principles through Delphi method, reliability, validity  <em></em> 2017-02-02T10:44:55-05:00 ##submission.copyrightStatement## //scholarworks.iu.edu/journals/index.php/jotlt/article/view/22367 Designing and Managing Engaging Discussions in Online Courses 2018-05-20T17:42:20-04:00 Micah Pollak mpollak@iun.edu This "quick hits" details two sets of tips, the first on developing engaging discussion questions and the second on clarifying the role of the instructor in terms of moderating and evaluating student posts. 2017-02-02T10:44:55-05:00 ##submission.copyrightStatement## //scholarworks.iu.edu/journals/index.php/jotlt/article/view/19526 Integrating YouTube Videos in Online Teacher Education Courses 2018-05-20T17:42:24-04:00 Jacqueline Riley jacqueline.riley@tamuc.edu 2017-02-02T10:44:55-05:00 ##submission.copyrightStatement## //scholarworks.iu.edu/journals/index.php/jotlt/article/view/20662 I Can Cee You! Using Videos in Online Courses to Promote Student Engagement 2018-05-20T17:42:21-04:00 Alison Oberne aoberne@health.usf.edu <em>Universities worldwide engage students through online learning. One challenge is the ability to promote a community of learners in an online classroom. Faculty teaching online courses can include student video discussion posts to promote engagement and the development of an online student community. Faculty integrate student video posts into graded, online discussion board assignments. Students record and upload videos into online discussion board forums and then respond to one another’s videos using text-based discussion posts. There are benefits and challenges to this teaching method. Having a strong technical support staff can ease the use of video discussion posts in online courses. Overall, video discussion posts promote a sense of community in online courses</em> 2017-02-02T10:44:55-05:00 ##submission.copyrightStatement##