bluuebunny/crossref_metadata_2025 huggingface dataset:
Balancing the Creative and Professional
Authors: Vredevoogd Gwen
Published: June 2012

While a solid fine art and art history library collection will certainly support design programs to some extent, there will be other needs as well that are specific to these disciplines. The work of faculty and students in the applied arts programs of interior and fashion design is both creative and practical, thus it can be difficult to identify how research occurs within the creative process and what resources designers will require. Librarians need to be resourceful to support design students and faculty because qualitative reviews are rare and very little has been written on collection development in support of design and applied arts programs.
Developing a Juvenile Literature Collection in an Academic Library
Authors: Shipman Todd , Schmidt Greg , Bannon Susan
Published: June 2012

Maintaining a juvenile collection in a university setting requires a careful consideration of both the juvenile materials market and the academic uses of juvenile materials. Because juvenile materials can range from pre-reader items to young adult literature and may exist in different locations and under different authorities within the academy, juvenile collection management can be a complex task. The purpose of this chapter is to serve as a guide to collection managers charged with developing and maintaining a juvenile collection for use by professional programs in education and librarianship. Discussions on the nature and uses of juvenile materials in the academy, collection policies, and evaluation strategies for juvenile collections, selection tools, and resources available to librarians, and emerging issues in juvenile collection management are included.
Veterinary Medicine
Authors: Carrigan Esther , Ugaz Ana , Moberly Heather K. , Page Jessica , Alpi Kristine M. , Vreeland Carol
Published: June 2012

The purpose of this chapter is to present the specifics of veterinary collection development within the context of general health sciences collection development. A basic understanding of the principles of collection development and its processes is assumed. The chapter provides historical background and current information on external forces that impact veterinary collections. It presents important aspects of the veterinary literature and the community of veterinary libraries and explains their impact on veterinary collection development. The chapter provides practical advice and strategies for developing and maintaining veterinary collections. It discusses important trends and future issues in veterinary collection development, including the need for an active advocacy role for veterinary collection librarians.
Issues in Collection Development Planning
Authors: Robinson Julie
Published: June 2012

This chapter is intended to provide practical advice for academic librarians with collection development responsibilities in the health sciences, including Nursing and Social Work. Highlighting the processes and procedures at the author’s institution, the chapter will focus on collection development responsibilities that are needed to support both undergraduate and graduate programs in several of the disciplines stated above.
Collection Development in Nursing
Authors: Price Michelle
Published: June 2012

Identifying nursing items to purchase for a library collection can be a daunting task, especially since the materials become dated very quickly, and because, with limited budgets, librarians need to prioritize purchases. The Systematic Weeding to Identify Purchases (SWIPE) method employs a model of systematic weeding and identification of purchases that combines faculty subject expertise and librarian searching skills. With faculty input and circulation data, a librarian using SWIPE can identify items to withdraw from the collection, while also identifying new editions and titles to purchase in a content area, such as nursing. The SWIPE method allows librarians with little subject background to purchase appropriate and necessary new titles in a highly efficient manner.
Virtual Worlds in Healthcare
Authors: Heinrichs Wm. LeRoy , Davies Dick , Davies Jack
Published: June 2012

The merging of immersive technologies with gaming approaches has led to a raft of positive speculation about their future in medical education, in patient interventions, and in public involvement. In terms of delivery, however, the outcomes have been somewhat more muted. This chapter explores using case studies, why immersive virtual environments–so called Serious Virtual Worlds—are now being successfully developed and deployed for professional and wider use in healthcare. Whilst the chapter has a wide focus, specific attention is given to the application of virtual worlds in clinical practice, demonstrating that when combined with patient data models it is possible to deliver real time immersive clinical training experiences in a range of contexts. Finally, it argues that due to their rapid development and deployment cycle and associated low costs, serious virtual worlds, once accepted, will have a substantial impact in healthcare.
Healthcare Games and the Metaphoric Approach
Authors: Lelardeux Catherine , Alvarez Julian , Montaut Thierry , Galaup Michel , Lagarrigue Pierre
Published: June 2012

Many serious games dedicated to the health sector have been identified. Within this wide range, the authors have explored the Serious games offering an educational dimension and targeting either individuals or health-care professionals. Based on a corpus built around this orientation, the goal is to determine whether or not it is possible to find a use, targeted or not, involving metaphorical contexts among different titles. In the corpus studied, no metaphor is used for serious game targeting health-care professionals contrary to serious games targeting individuals. For this target, the game universe is mainly metaphorical. A discussion in the light of didactic and motivational arguments suggests that a metaphorical universe could be beneficial in the case where more transversal skills are targeted.
First-Person Shooter Game Engines and Healthcare
Authors: Gatzidis Christos
Published: June 2012

First-person shooter (FPS) games have evolved from humble beginnings to what is currently considered the interactive entertainment genre most associated with state-of-the-art developments in gaming, particularly those of a technological and graphical nature. This chapter outlines and discusses past efforts, current usage of contemporary tools, and, finally, the significant suggested potential of first-person shooter gaming engines in the area of health, irrespective of whether these are targeted towards healthcare professional training, patient rehabilitation, or even raising awareness on key issues (to name but a few contemporary and/or suggested remits of the medium).
Ethics in the Design of Serious Games for Healthcare and Medicine
Authors: Vivekananda-Schmidt Pirashanthie
Published: June 2012

This chapter discusses (1) what is required to design games that are ethical and (2) the integration of ethico-legal perspectives related to the learning outcomes in the design of serious games for healthcare training, and the challenges around both these goals. An interdisciplinary perspective is taken and evidence from medicine, healthcare, psychology, and computer science is applied in discussing the identified issues and in developing recommendations for future research and development.
Nutrition Games
Authors: Frederico Catherine
Published: June 2012

The purpose of this chapter on Nutrition Games is to highlight the need for nutrition game development, review current nutrition games and research, and direct attention to applicable resources on this topic. There is a dire need for nutrition education assistance and help to alleviate nutrition problems in the world, ranging from undernutrition to overnutriton. Gaming strategies have been successful with a multitude of health issues, such as smoking and exercise, but little has been done on the topic of nutrition. Much need and opportunity exists in this complex area of game development that embraces art and science.
Active Video Games
Authors: Chamberlin Barbara , Maloney Ann , Gallagher Rachel R. , Garza Michelle L.
Published: June 2012

Concerns over rising obesity rates and increased sedentary lifestyles are fueling interest in ways to increase physical activity, including video games. Videogames that encourage physical activity, called active video games or exergames, have the potential to increase daily physical activity and provide recommended vigorous activity. As a result, they may play an important role in the home, schools, after-school and community programs for contributing to weight loss, social interaction, family goal setting, and academic achievement. Here, the authors review the current state of research on exergames, make recommendations on best uses for implementing them in a variety of settings, and provide examples of how exergames have been used in a variety of settings.
The Role of the Researcher in Making Serious Games for Health
Authors: Kato Pamela M.
Published: June 2012

There has been increasing focus on serious games for health; however, there is very little evidence for the effectiveness of these games and the existing research often lacks scientific rigor. The aim of this chapter is to demystify the process of collaborating with researchers and outline how a researcher can contribute to making more effective games and start the process of evaluating it scientifically. Researchers should be engaged BEFORE serious games for health are developed in order to place serious games for health in the best position to have a measurable impact on health outcomes. The chapter covers issues of working with researchers to agree on problems to address, applying behavioral and learning theories to solve them, and finding optimal research designs to validate the serious game. Issues of safety and ethics in health research are also given considerable attention.
SimBody
Authors: Vidal Bruno , Pereira João Madeiras , Santos Guilherme
Published: June 2012

Many of the top causes of death in the world are directly related to risk factors that can be avoided with changes in lifestyle behaviors. Computers with Internet access are widely available, and their multimedia capabilities show great potential for e-learning. Furthermore, most of the frequent Internet users already look for health related information online. This chapter presents an interactive simulator that educates people on how to mitigate the risk of cardiovascular diseases. The application is named SimBody and was initially developed in the context of a Master Thesis at Technical University of Lisbon (IST), in collaboration with ZPX, a multimedia software development company. SimBody allows the users to control the behaviors of an avatar. Besides showing the contribution of each decision towards the risk of cardiovascular diseases, it offers contextualized lifestyle advices and depicts the progression of atherosclerosis. After knowledge transmission tests, the majority of the participants stated that after using SimBody they are more aware of the dangers and intend to introduce changes to their lifestyle.
Remote Observation of Graduate Interns
Authors: Petty Teresa , Heafner Tina L. , Hartshorne Richard
Published: June 2012

The Remote Observation of Graduate Interns (ROGI) is a method crafted by researchers at the University of North Carolina at Charlotte that allows graduate interns completing their student teaching experience to be observed remotely. Initially developed as a teacher shortage solution, ROGI remains an active method of observing interns geographically removed from the university through a virtual, synchronous format. Since its inception, ROGI has progressed as a technological tool, and college policies have evolved to adopt its utility. Authors describe the components of ROGI, its implementation, and ways in which the process has changed over the first four years of use. They present research to articulate how technology-mediated processes introduced new ways of thinking about traditional approaches to teacher education and new challenges that accompanied this innovation. Authors conclude with recommendations for future research and how other researchers might embrace the potential of emerging technologies in preparing teacher educators.
Virtually Unprepared
Authors: Barbour Michael K. , Siko Jason , Gross Elizabeth , Waddell Kecia
Published: June 2012

At present, there are very few examples of the preparation of teachers for the online environment in teacher education. Even more unfortunate is that less than 40% of all online teachers in the United States reported receiving any professional development before they began teaching online. While some virtual schools provide some training to their own teachers, in most instances, no such training is provided to the school-based personnel. This is unfortunate, as K-12 student success in online learning environments require support from both the online teacher and the local school-based teacher. Clearly, there is a need for teacher education programs to equip all teachers with initial training in how to design, deliver, and – in particular – support K-12 online learning. This chapter begins with an examination of the act of teaching online and how that differs from teaching in a face-to-face environment. Next, the chapter describes existing teacher education initiatives targeted to pre-service teachers (i.e., undergraduate students) and then in-service teachers (i.e., graduate students). This is followed by an evaluation of current state-based initiatives to formalize online teaching as an endorsement area. Finally, a summary of the unique aspects of teaching online and how some initiatives have attempted to address these unique skills, before outlining a course of action that all teacher education programs should consider adopting.
Teaching and Assessing Problem Solving in Online Collaborative Environment
Authors: Rosen Yigal , Rimor Rikki
Published: June 2012

Online teacher programs are diverse in their models, expressing a variety of learning objectives, pedagogies, technological platforms, and evaluation methods. Promoting and assessing collaborative learning of an online teacher programs is one of the major challenges, in part because collaboration includes complex cognitive and social-emotional dimensions. This chapter focuses on teachers’ academic program in online learning environment and examines the conditions for effective teaching and assessing collaborative problem solving. The chapter provides readers a look at the rationale, implementation, and assessment of collaborative learning in online teacher program and presents the conditions for effective design of collaborative learning for pre- and in-service teachers. Examples from two empirical studies will be provided on how the collaborative learning environment leverages teachers’ constructivist teaching, ongoing feedback, and evaluation to prepare teachers for instruction in technology-rich environments.
Online Teacher Education
Authors: Yates Anne
Published: June 2012

This chapter reports a study which examined experiences of nine beginning teachers who completed their initial teacher education in the online mode. The study investigated reported perceptions during their first six months teaching. Participants found the content of the online program comprehensive, prepared them well to begin teaching, and provided an opportunity for Maori (New Zealand’s indigenous people) to become high school teachers. Main advantages of studying online were: flexibility; saving time and money; developing skills and personal attributes such as independence; and for some, the only way to become teachers. The major disadvantage was the difficulty of studying alone despite an interactive delivery platform. Also, participants were concerned learning online did not allow modelling of teaching skills and this impacted on participants’ classroom practice. Recommendations include creating connections for online learners; using skilled staff; creating culturally appropriate online environments; and incorporating opportunities for face-to-face interaction in online initial teacher education.
Cyber-Place Learning in an Online Teacher Preparation Program
Authors: Cardullo Victoria M.
Published: June 2012

Learning and technology skills required for the 21st century can be developed through online pre-service teaching preparation programs. This chapter is an exploratory look at the implications of learner-centered and place-based approaches. These approaches to teaching and learning are collaborative and distributed through online learning. In this chapter, it is the author’s intent to offer guidelines for transference of classroom best practices to a cyber-place learning environment that will align with teacher preparation programs. The main objective is to improve access to advanced educational experiences by allowing students and instructors to participate in remote learning communities that foster skills needed for the 21st century. Online learning communities provide collaboration that is flexible and convenient and opportunities for individuals who may not otherwise have their voices heard.
Teacher Education in Online Contexts
Authors: Lawrence Salika A.
Published: June 2012

Teacher candidates in online courses engage in authentic learning to foster 21st-century practices similar to those of their K–12 students, namely information and technology literacy and media production. This chapter describes instructional practices used in six online literacy courses for pre-service and in-service teacher candidates. The instructor assumed multiple roles during online instruction, including pedagogue, technologist, and evaluator. Although the course designs were highly structured, the instructor incorporated multiple resources to support diverse learners, to foster independent learning, to promote critical thinking and reflection on how instructional strategies can be used in K–12 classrooms, and to facilitate small group collaboration through authentic problem-solving tasks. Online courses for teacher education programs can serve as a vehicle for supporting candidates’ information and technology skills. Online instructors can assume the primary role of pedagogue to help candidates connect their content area with best practices in literacy and technology.
(Re)Assessing Student Thinking in Online Threaded Discussions
Authors: Saffold Felicia
Published: June 2012

A teacher educator examines the level of critical thinking of her preservice teachers participating in an urban education course through online discussions. The objective was to see if online discussions, which were the heart of the learning process, could be an effective strategy to promote critical thinking skills. Using the revised version of Bloom’s Taxonomy (Anderson & Krathwohl, 2001) as a guide, participants’ posts and responses were assessed to determine the quality of thinking that occurred in the online discussion forum. Results show that utilizing online discussion forums can be an effective pedagogy for classes where complex, often controversial issues such as social justice, equity, and white privilege are discussed.
Examining Student Behaviors in and Perceptions of Traditional Field-Based and Virtual Models of Early Field Experiences
Authors: So Hyo-Jeong , Hixon Emily
Published: June 2012

The purpose of this study was to explore preservice teachers’ behaviors in and perceptions of traditional field-based and virtual models of early field experiences. Specifically, this study examined some of the strengths and limitations associated with each model. Fifty undergraduate students participated in either a traditional field-based or a virtual field experience and completed an online questionnaire that examines various behaviors and student perspectives related to each model of early field experiences. The virtual field experiences include activities in the Inquiry Learning Forum (ILF), a web-based environment where students can observe and discuss diverse pedagogical practices and conceptual issues captured in a collection of video-based classrooms. The results of this study suggest that a virtual field experience which utilizes video-based cases may promote reflective practices which could be especially valuable to students early in their teacher education program. In addition, this study suggests that the strengths and limitations of each format need to be considered in relation to the goals and objectives of the early field experience, and discusses the possibility of a hybrid model of field experiences.
Internet Technological, Pedagogical, and Content Knowledge (iTPACK)
Authors: Bull Prince Hycy
Published: June 2012

This case study focuses on using the Internet Technological, Pedagogical, and Content Knowledge (iTPACK) as a theoretical framework for mobile learning. First, the study examined iTPACK from two perspectives, synchronous and asynchronous, and discussed how both perspectives could be used individually or integrated to support a blended learning approach for mobile learning in formal and non-formal learning. Second, the case examined how iTPACK was used as the theoretical framework in a mobile learning case study on using text messaging as a teaching tool in a pre-algebra course at a community college with non-traditional students. Finally, the author offers thoughts on why iTPACK is an appropriate theoretical framework for mobile learning, and the implications of using iTPACK in non-formal and formal settings to supplement classroom instruction.
Using a Social Learning Community to Actively Engage Students’ Participation in a Virtual Classroom
Authors: Mohan Fariel
Published: June 2012

This case describes an experiment to motivate first year university students to use a virtual classroom through social and academic interactions. This approach augments the virtual classroom approach with concepts from social networking to create a social virtual classroom. The aim of the approach taken was to determine if social media included in a virtual classroom can actively engage students’ participation in social networking as well as be used as a tool for learning. Results from the experiment indicate that using a social virtual classroom encouraged social networking among the students. The social virtual classroom was also highly used for learning. The blend of social and academic in the virtual classroom engaged the students in creative ways that was not anticipated. A survey was conducted at the end and seventy-seven percent of the students agreed that the social aspect of the virtual classroom was intrinsically motivating.
Interaction to Facilitate Learning in Social Network Gaming
Authors: Park Hyungsung
Published: June 2012

This chapter explores whether social network games can be used effectively to support learning via focusing on interaction. The aim of this chapter is to find an interaction structure to facilitate learning on social network games by analyzing the nature of game-learning activity in terms of four dimensions. To this end, the types of interaction which can be applied in a game learning process through previous studies and related literature are suggested. The four types of interaction in game learning activity are as follows: Player-Corresponding Player interaction (PCP), Player-Content interaction (PC), player-NPC (non-player character or game system in social network game) interaction, and player-context interaction. Pioneer Trail, a social network game by Zynga and linked via Facebook, was analyzed in terms of suggested interaction formats.
The Career Concept Map
Authors: Fritz Paul A.
Published: June 2012

Many undergraduates do little active reading about their intended professions. This becomes a problem when they interview with potential employers and cannot demonstrate their depth of knowledge about the job they seek. To help prevent this problem, the authors designed a semester-long project requiring the students to gather at least fifty news clippings from The Wall Street Journal about current issues in their careers. At semester’s end, students presented short speeches summarizing their career research on a concept map with two axes: North-South and East-West. They organized their presentations with evidence from their clippings in the map’s four quadrants: stories about jobs in this profession migrating to other countries, stories indicating jobs were being developed domestically, stories about a decreased need for jobs in the future, and stories about this profession’s increase of jobs. These clippings became documents for students’ ePortfolios.
Designing Digital Cognitive Games that Facilitate Mindful Reasoning and Decision-Making
Authors: Haworth Robert , Sedig Kamran
Published: June 2012

This chapter discusses the design of external representations of the internal formal structure of cognitive games. The formal structure of a game provides the choices, which players use in decision-making. As such, four games that provide different kinds of choices are examined: 1) spatial navigation, 2) the parameters of operations, 3) object transformation, and 4) resource management. For each game, an externalization of its internal formal structure is discussed. Studies conducted with two of the games are also presented. In total, these four cases examine how an externalization can facilitate more mindful reasoning and better decision-making.
Problem Solving Processes and Strategies in the Virtual Interactive Student-Oriented Learning Environment
Authors: Shang Junjie , Jong Morris Siu Yung , Lee Fong Lok , Man Lee Jimmy Ho
Published: June 2012

With the integrated use of quantitative and qualitative research methods, this chapter describes the learners’ problem-solving processes and the strategies they used under a pedagogy called Virtual Interactive Student-Oriented Learning Environment (abbreviated as VISOLE). By recording learners’ operations in the game, and collecting their game logs (BLOG), summary reports, and interview records, also based on the observations done by the researchers, it is found that the problem solving strategies that learners used in VISOLE primarily included: (1) trial and error, (2) random, (3) purpose-oriented, (4) starting from simple, (5) adventure, (6) comprehensive, (7) focused, (8) index, (9) BUG, (10) entertainment strategies, etc.
Collaboratively Designing and Building a Digital Entomology Lab at K-State
Authors: Hai-Jew Shalin
Published: June 2012

With the creation of ENTOM 312, General Entomology, as an online class, the question arose about whether to pursue development of a Digital Entomology Lab to support student learning of insect morphology (structures and forms) and functions. The early conceptualization described how this lab could benefit learners from a variety of academic fields—horticulture, agriculture, engineering (robotics) and others—to benefit the larger campus and even those from off-campus. In the first iteration, no real considerations were made for broader nonformal or informal learning. This endeavor was funded in early 2011, and Phase 1 (the capture of insect imagery from five major angles, the metadata labeling, and the uploading of the contents onto a static site) was completed. To spark conversations about digital labs and online learning and to get creative design ideas for Phase 2, a participatory design article was created and published through the peer-reviewed online journal Educause Quarterly. This interactive article was “The Participatory Design of a (Today and) Future Digital Entomology Lab” (Hai-Jew, 2011). The commentary of participants was collected on an open-source MediaWiki™ page for possible inclusion in Phase 2 of the Digital Entomology Lab. This participatory design endeavor involved design questions about how to brand the site, set it up for a variety of use cases, replenish digital contents, design for nonformal learning, design for informal learning, anticipate possible K-12 uses and users, and to possibly pursue integration with other digital repositories. This chapter summarizes the learning from this participatory design “thought experiment” put into practice and what was learned about evolving a Digital Entomology Lab to accommodate the needs of formal, nonformal, and informal learning.
Using Mobile Technology in Schools to Develop Social Skills in Children with Autism
Authors: Mintz Joseph
Published: June 2012

There has been developing interest in the potential for the use of mobile technology to achieve educational objectives, in particular for children with Autistic Spectrum Disorder (ASD). The HANDS (Helping Autism-diagnosed teenagers Navigate and Develop Socially) project has developed a software application for mobile phones, which helps children with ASD to develop social and self management skills. Two successive prototypes of this application have been implemented and tested with 15 teachers and 27 children with ASD at four special schools in the UK, Demark, Hungary, and Sweden. This chapter reports on issues involved with introducing this technology innovation at one of the schools. Interviews were undertaken with teachers on the project during the introduction of the technology. The extent to which teachers identify themselves as teachers of social skills development, which is often considered an expression of informal learning (Jordan, 2005), is identified as a key factor in determining the extent to which the successful engagement with the technology solution occurred.
Exploring Second Life as a Venue for Peer-Teaching
Authors: Lybeck Karen , Bruhn Dana , Feyissa Solen
Published: June 2012

Online teacher preparation courses have become a popular way to offer professional development for both pre- and in-service teachers. This move has not only provided greater access to professional development, but it has also afforded learners with more non-formal learning experiences. Moving online, however, has largely replaced an important, traditionally non-formal component of the learning experience, namely peer-teaching, with more formal, less authentic student presentations. In order to explore a possible solution to this problem, 25 Teaching-English-as-a-Second-Language (TESL) students were trained to conduct peer-teaching activities in Second Life virtual world. The suggestions and implications given in previous Second Life research guided the implementation of these activities in the hopes that an informed design would overcome problems previously documented by other educational users of Second Life. Despite this, the authors were not able to overcome previous difficulties, and did not find Second Life to be useful as a tool for peer-teaching in online teacher-development courses. Virtual reality, however, has promise for facilitating teacher development; thus, further investigation is needed to find an appropriate virtual venue for this purpose.
Collaborative Learning in Virtual English Class
Authors: Li Lan , Wong Dora , Gui Dean A. F. , Au Yeung Gigi
Published: June 2012

This chapter demonstrates how Second Life (SL) is used to enhance collaborative language learning on a virtual campus of a Hong Kong university. The case study reports on the learning experience of a number of undergraduate students as they navigated through a virtual task in an existing course: English for Technical and Web-Based Writing. Student avatars assessed each other’s work and shared learning experiences and comments via SL-enabled tools such as voting bars and note cards. To determine if this practice was more effective as a learning tool than a traditional classroom or two-dimensional discussion on the Internet, the students’ feedback on SL was collected through the university’s online survey system (i-Feedback), camera recorded focus group discussion and audio recorded tutor feedback. The findings suggest that different tasks in a virtual learning environment may stimulate students’ interest in their learning process, even though the technical complexities might frustrate them. The possibilities, shortcomings, and technical challenges of cultivating a community of collaborative language learning are also discussed.
eTTCampus
Authors: Gray David E. , Ryan Malcolm
Published: June 2012

This chapter critically examines innovative approaches to the evaluation of a European funded project involving nine countries in the development of a virtual campus to provide training opportunities in ICT for teachers and trainers across Europe. It explores project management processes and decision-making and the impact on outcomes as well as relationships between project team members. It concludes with recommendations for the more effective use of a range of these approaches, asserting that a critical analysis of the processes of engagement is as important as the outcomes.
The Learning Effect of Using a Blended Learning Design in K12 Science Teaching
Authors: Rosenbaum Paul-Erik Lillholm , Mikalsen Øyvind , Grahl-Nielsen Otto
Published: June 2012

In seven experiments, two learning conditions were assessed: a blended learning design against traditional instruction. 135 K12 science students were assigned to either a blended learning approach or to traditional learning instructions in authentic classroom settings. The students participated in one of two topics in the subject field of chemistry. All participants were randomly assigned within each classroom to one of two conditions: 1) an experimental blended learning group having teacher lecture plus Web-based multimedia; 2) a control group with traditional instructions having teacher lecture plus text and diagram. On subsequent retention and transfer tests, the blended learning group performed significantly better on retention in two of seven comparisons, and there was no significant difference in the rest. The challenge that lies ahead is to identify the characteristics of effective blended learning approaches for this type of learning programme. Recommendations for further research are made.
Academic Integrity and Student Satisfaction in an Online Environment
Authors: Cole Michele T. , Shelley Daniel J. , Swartz Louis B.
Published: June 2012

Universities are experiencing continued growth in the demand for online course offerings. Increasingly, students expect convenience and ready access. In response, institutions are developing policies to support courses that are being designed to maximize learning in an environment that preserves academic integrity. To determine how effectively both goals are being met at one institution, researchers surveyed students in multiple courses over a period of two years. With regard to the level of satisfaction with online learning, students liked the convenience but were not satisfied with the amount and quality of interaction. With regard to student attitudes toward what constitutes acceptable behavior in online learning, results raised concerns about what constitutes academic integrity in the online learning environment.
Opportunities for Enhancing Ethical Climates in Online Courses
Authors: Hulsart Robyn , McCarthy Vikkie
Published: June 2012

This case study outlines issues with student academic integrity in an online undergraduate program and explains how faculty can play an important role in reducing the likelihood that students will decide to cheat. The study describes possible motivations for student misconduct, student acceptance of academic dishonesty, and administrative/faculty responses to violations of published academic integrity policies. It also presents a model of online course climate in which both faculty and students have responsibilities to the classroom and ethical facilitation of course content. This case looks at one institution’s effort to integrate integrity into a curriculum by instilling a culture of trust from which lessons beyond the classroom can be learned.
Using Blogs to Journal, Document, and Create Community
Authors: Munday Jennifer
Published: June 2012

This chapter describes a case where learning and assessment were centered on the use of an online blog for sharing ideas; logging progressive details of an emerging artwork; providing supportive comments and advice from both teacher and fellow students; as well as, unexpectedly, creating a very strong community of practice. The case study discusses the reasons for choosing the blog tool, the features of the chosen blog tool, the elements of the assessment task, the outcomes of the learning activity, the supporting materials required for the successful execution of the task, and the responses to the task from the students through student surveys. Other issues this case study addresses are considering assessment tasks for the specific needs of students and assisting students who are reluctant about using technology. The chapter presents a positive argument for using a blog tool for reflective practice and students chronically documenting a progressive task.
Authentic Assessment through an Online Professional Conference
Authors: Menchaca Michael P. , Hoffman Ellen S. , Ho Curtis P.
Published: June 2012

Researchers such as Deutsch and Nicholson (2006) have proposed authentic assessment as a means to connect learning with practice and develop a commitment to life-long learning. Recently, newer forms of distributed technology such as audio-conferencing and social networking have been central in moving learning opportunities beyond the classroom door. In this case study, the authors examine the process of developing and implementing a new culminating assessment in an online graduate program via newer technologies. Culminating student presentations shifted from an in-house, on-campus to an international, online venue. This chapter examines the rationale for the use of an international conference, the design of scaffolds required to support student success in the endeavor, and feedback from faculty and students on learning impacts of virtual conference participation. The case asks questions about viability and provokes debate about the types of experiences institutions should provide students, especially given the access technology can provide.
Design of an Online Continuing Education Module
Authors: Strohecker Jennifer L. , Athens Wendy
Published: June 2012

The core instructional objective was a behavior change: Clinicians must ask patients about HDS use when taking a medical history and document this use in the medical record. HDS use is prevalent among Americans and sales are increasing. When taken in conjunction with prescription medications, HDS-drug interactions are common and may result in unexpected and serious patient harm. Patient’s failure to report HDS use to their medical provider, and a provider’s failure to ask specifically about HDS use, further complicate the picture.
Teaching a YouTube™ Course Online
Authors: Snelson Chareen
Published: June 2012

This chapter presents a case study of the author’s work developing and teaching an online course called YouTube for Educators, which is offered as an elective in an online graduate program in educational technology. The course was developed in response to the upsurge in online video production and the prominence of YouTube™ among video-sharing services. A number of challenges surfaced when designing and implementing the course. The necessity of frequent curriculum updates to keep content current with advancements in digital video technologies added to instructor workload. Course policies also had to be written for situations where unexpected changes on the YouTube website interfered with planned assignments. The experience of designing, teaching, redesigning, and re-teaching the course led to the discovery of best practice, which may apply to other courses featuring rapidly changing content or Web 2.0 tools.
Toward a Model of Multi-Level Professional Learning Communities to Guide the Training and Practice of Literacy Coaches
Authors: McAnuff-Gumbs Michelle , Verbeck Katherine
Published: June 2012

Were coaches exposed to key PLC concepts? Were they engaged in crucial processes? Was a viable training model used? The study indirectly affirms the efficacy of innovations geared at training literacy professionals online.
The Effects of Consumption Values on the Use of Location-Based Services on Smartphones
Authors: Zhang Jing , Mao En
Published: June 2012

This project is designed to understand what factor drives consumers’ behavioral intentions to use and to speak positively about mobile location-based services (LBS). A model was developed based on the Theory of Consumption Values (Sheth et al, 1991a, 1991b), positing the effects of five consumption values on such behavioral intentions. The five values are functional values exemplified by perceived usefulness and ease of use, social value, emotional value, epistemic value, and conditional value. Use behavior is also studied to reveal the learning process in the LBS context, i.e., consumers learn about their five values towards using LBS from their actual use. An online survey was conducted among 226 LBS users. The research model was tested by using SmartPLS. The authors found that consumers’ consumption values significantly influenced their intentions to use LBS and to spread positive word-of-mouth about LBS. Use behavior was also shown to significantly predict the five consumption values at varying degrees. The chapter concludes with both theoretical and business implications of the findings.
Attribute Perceptions as Factors Explaining Mobile Internet Acceptance of Cellular Customers in Germany
Authors: Gerpott Torsten J.
Published: June 2012

The present study analyzes (1) how customers of mobile network operators (MNO) perceive attributes of mobile Internet (MI) offers, (2) how these perceptions are related to MI acceptance and (3) the extent to which these judgments and relationships differ as a function of an individual’s adoption status (actual compared to potential MI user) and the appliance category employed to access MI (handset compared to laptop). Data was collected by a survey of 525 effective and 540 potential MI users in Germany. Results show that the perceived relative functional advantage and communicability of MI offers were significantly positively and their trialability was significantly negatively correlated with MI acceptance in both customer groups. The findings provide insights for MNO and appliance vendors on measures which may effectively promote the acceptance of MI.
Adoption of Mobile Video-Call Service
Authors: Hernández-García Ángel , Agudo-Peregrina Ángel Francisco , Iglesias-Pradas Santiago
Published: June 2012

The main results from the study confirm the influence of the variables from Technology Acceptance Model –perceived ease of use and perceived usefulness– and of perceived compatibility on the adoption of this service. Although self-expressiveness was also found to be an antecedent of perceived usefulness, all other variables –personal innovativeness, subjective norm, perceived behavioral control, perceived cost, and perceived quality of service– were found to have no influence on the adoption of mobile video-calls. Other important findings are the critical role played by perceived usefulness, the existing gap between attitudes, intentions and actual use, and the role of perceived cost in the adoption of mobile video-call. Other findings and recommendations for future research are also discussed.
Mobile Devices and the Self
Authors: Carter Michelle , Grover Varun , Thatcher Jason Bennett
Published: June 2012

With increasing ubiquitousness of information technologies (IT), identity issues have begun to attract the attention of IS researchers. While some IS research has examined the interplay between IT and role and social identities, the potential role of IT in shaping personal identities has yet to be considered. To that end, this chapter develops the rationale for talking about IT as a source of identity that transcends the roles individuals perform and the groups they affiliate with. The chapter presents the findings of an exploratory study of 72 young adults’ interactions with their mobile phones, which set out to discover whether individuals’ interactions with IT are a source of personal identity construction. Based on the findings, the authors develop the new concept of mobile phone identity as a product of interacting with mobile phones, and a force affecting the way young adults interact with the world around them. Finally, the chapter suggests potential opportunities for future studies to advance research on IT and identity beyond the context of young adults and mobile phones.
Adoption of Mobile Reading Devices in the Book Industry
Authors: Ratten Vanessa
Published: June 2012

Mobile reading devices are leading the world into another communications revolution and means of conducting everyday activities. The acceptance of mobile reading devices depends on consumer user acceptance in addition to technological innovation. This chapter develops a conceptual framework incorporating emotional response, marketing usefulness, and attitudes towards technological innovations to explain the major factors influencing a person’s decision to adopt a mobile reading device. By incorporating different theoretical approaches to the adoption of mobile reading devices, this chapter highlights how certain aspects of these theories are relevant in the context of electronic books (e-books). The main theories integrated in this chapter that focus on e-books are the technology acceptance model (TAM), theory of reasoned action (TRA), theory of planned behavior (TPB), and social cognitive theory. Three propositions are developed from the conceptual framework and theoretical analysis of technology adoption models that promote and facilitate future empirical research relating to mobile reading devices.
Mobile Advertising in Small Retailer Firms
Authors: Johnston Wesley J. , Komulainen Hanna , Ristola Annu , Ulkuniemi Pauliina
Published: June 2012

The mobile service landscape is changing quickly as a result of innovations in technology. Due to the emergent nature of the mobile business field, it is still unclear what kind of services will succeed and what will be the driving forces behind their success. In this study the authors identify the critical value elements of mobile advertising, in particular, and mobile services, in general. Moreover, the focus is on small retail firms that find the benefits of mobile advertising highly enticing, at the same time finding the full exploitation of this new communication medium challenging for many reasons. In line with the current understanding of value creation as a cooperative process between the service provider and the customer, the study highlights the perspectives of both advertisers and consumers. Unless both service provider (advertiser in the case of m-advertising) and customer actively engage in the co-creation of the mobile service, value creation will not reach its potential. These results also carry important implications for those managers dealing with mobile advertising and mobile services in general.