Journal of Teaching and Learning with Technology // <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> en-US <ol> <li>Authors retain copyright and grant the Journal of the Scholarship of Teaching and Learning (JoSoTL) right of first publication with the work simultaneously licensed under a Creative Commons Attribution License, (CC-BY) 4.0 International, allowing others to share the work with proper acknowledgement and citation of the work's authorship and initial publication in the Journal of the Scholarship of Teaching and Learning.<br>&nbsp;</li> <li>Authors are able to enter separate, additional contractual agreements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in the Journal of the Scholarship of Teaching and Learning.<br><br></li> <li>In pursuit of manuscripts of the highest quality, multiple opportunities for mentoring, and greater reach and citation of JoSoTL publications, JoSoTL encourages authors to share their drafts to seek feedback from relevant communities unless the manuscript is already under review or in the publication queue after being accepted. In other words, to be eligible for publication in JoSoTL, manuscripts should not be shared publicly (e.g., online), while under review (after being initially submitted, or after being revised and resubmitted for reconsideration), or upon notice of acceptance and before publication. Once published, authors are strongly encouraged to share the published version widely, with an acknowledgement of its initial publication in the Journal of the Scholarship of Teaching and Learning.</li> </ol> (Editors) (IUScholarWorks) Thu, 02 Feb 2017 10:44:56 -0500 OJS 60 “They Look at Themselves and Say: “Well, Okay…””: The Contribution of Video to Professional Identity Development // <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> Anne-Mette Nortvig ##submission.copyrightStatement## // Thu, 02 Feb 2017 10:44:53 -0500 Student Engagement Across Cultures - Investigating Lecture Software // <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> Alison J Green, Gail Sammons, Alice Swift ##submission.copyrightStatement## // Thu, 02 Feb 2017 10:44:53 -0500 Enhance Students’ Learning in Business Statistics Class Using Video Tutorials // 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. Guolin Lai, Zhiwei Zhu, Douglas Williams ##submission.copyrightStatement## // Thu, 02 Feb 2017 10:44:54 -0500 Using eCoaching to Improve Practice of Novice Teacher Educators // <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> Kelley Regan, Margaret (Peggy) Weiss, Anya Evmenova ##submission.copyrightStatement## // Thu, 02 Feb 2017 10:44:54 -0500 The Effectiveness of Teaching and Learning Process in Online Education as Perceived by University Faculty and Instructional Technology Professionals // <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> Raghu Naath Singh, David Hurley ##submission.copyrightStatement## // Thu, 02 Feb 2017 10:44:55 -0500 Designing and Managing Engaging Discussions in Online Courses // 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. Micah Pollak ##submission.copyrightStatement## // Thu, 02 Feb 2017 10:44:55 -0500 Integrating YouTube Videos in Online Teacher Education Courses // Jacqueline Riley ##submission.copyrightStatement## // Thu, 02 Feb 2017 10:44:55 -0500 I Can Cee You! Using Videos in Online Courses to Promote Student Engagement // <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> Alison Oberne ##submission.copyrightStatement## // Thu, 02 Feb 2017 10:44:55 -0500