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Sloan-C International Symposium on Emerging Technology Applications for Online Learning

May 7 2008 - 12:00am
May 9 2008 - 12:00am
Etc/GMT-5

The Sloan-C International Symposium on Emerging Technology Applications for Online Learning is designed to bring together individuals interested in the technological aspects of online learning.

Price: $470.00

Using Online Collaborative Document Editors to Enhance Student Satisfaction and Cognitive Presence Outcomes


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    Virtual Teams for Teaching Marketing in an Online Course

      An Online Learning Model to Facilitate Learners’ Rights to Education

      Author Information
      Author(s):
      Lin Lin, Assistant Professor of Learning Technologies
      Institution(s) or Organization(s) Where Research Occured:
      University of North Texas

      This paper connects an online learning model to the rights to education that the online educational environments can provide.


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      Using Quality Matters to Guide Online Course Development

      Asynchronous Audio Feedback to Enhance Teaching Presence and Students’ Sense of Community

      Audio feedback makes student feel instructors care more.

      Virtual Facilitators Help Students Become Rhetorically Savvy

      Facilitation is an art. How much to post and precisely when is a dynamic and changing phenomenon. What guides us best is an attitude more than any rule.

        3-D Interactive Accounting Model

        Students interact with 3D visual accounting graphics in Second Life.

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        Second Life Practice: Identifying your students


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        The Presentation of Self in Everyday Ether: A Corpus Analysis of Student Self-Tellings in Online Graduate Courses

        Author Information
        Author(s):
        Carla Meskill, University at Albany, State University of New York
        Author(s):
        Gulnara Sadykova, University at Albany, State University of New York
        Institution(s) or Organization(s) Where Research Occured:
        University at Albany, State University of New York

        This study examines the patterns and substance of student self introductions in nine fully online graduate courses in education.


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