• Concurrent Session 1
• Concurrent Session 2
• Concurrent Session 3
• Concurrent Session 4

• Concurrent Session 5
• Concurrent Session 6
• Concurrent Session 7

E-learning and threshold concepts
Session 1, Room: Bonaire 1, 8:15a.m. - 8:50a.m.
Barbara Newland, Bournemouth University
Abstract: A threshold concept opens a new way of thinking which is transformative, irreversible, integrative, bounded and troublesome. The changing needs of learners, who have grown up in the digital age, and a range of pedagogical approaches are related to learning threshold concepts.

Best Practices for Developing Critical Thinking Skills in Online Courses
Session 1, Room: Bonaire 1, 9:00a.m. - 9:35a.m.
Paula Jones, Eastern Kentucky University
MaryAnn Kolloff, Eastern Kentucky University
Fred Kolloff, Eastern Kentucky University
Abstract: The purpose of this paper is to summarize the best practices in building the critical thinking (CT) skills for online students. Selected current literature relating to building CT skills through online environments are reviewed. Participants will receive a list of best practices identified. Specific course demonstrations will be shared.

A gender study of the perception of the learning effectiveness of 21 instructional tools.
Session 1, Room: Bonaire 2, 8:15a.m. - 8:50a.m.
Roxanne Byrne, University of Colorado at Denver
Michael Tang, University of Colorado at Denver
Abstract: This topic addresses the effectiveness of online, blended and traditional teaching tools. A survey was designed to rank 21 teaching tools according to perceived effectiveness. The results were analyzed to determine if any gender differences existed between the responses of students and teachers who took the survey.

Gender Differences in Online Education Discussions
Session 1, Room: Bonaire 2, 9:00a.m. - 9:35a.m.
Carrianne Hayslett, Marquette University
Heidi Schweizer, Marquette University
Abstract: Linguistics research demonstrates that men and women use language differently. Gender differences have been found in unmoderated computer-mediated communication. If online education discussions evidence gender differences, diminished learning for women may result. This study investigates the questions: Are there gender differences in the discourse of students in online education?

Appreciating Faculty and Student Issues in an Inter-institutional, Trans-disciplinary On-line Master
Session 1, Room: Bonaire 3, 8:15a.m. - 8:50a.m.
Susan Fey, Iowa State University/NCRCRD
Abstract: When faculty is spread throughout different states, linking faculty and students from different disciplines and creating a coherent curriculum is a challenge. Using an Appreciative Inquiry approach, we found regular interaction among students and faculty provides the basis for building skills, knowledge and credentials for graduate students in Community Development.

Visual Responses to On-line Learning
Session 1, Room: Bonaire 3, 9:00a.m. - 9:35a.m.
Abstract: In my three years of teaching art history to primarily art students, on-line, I have been impressed with the quality of their visual responses to assignments. My collection of assignments ranges from sophisticated layouts combining reproductions of paintings and text to simpler photographic documentation of visits to actual museum sites.

I don’t have to take the stairs – but I still can’t get to class! Web Accessibility in Online Course
Session 1, Room: Bonaire 4, 8:15a.m. - 8:50a.m.
Lisa Richardson, University of Southern Mississippi
Abstract: We’re working to enhance student learning anywhere, anytime, anyplace. However, our delivery systems fall short of meeting this goal for a large population of students. This presentation discusses web accessibility guidelines within online courses, and practical tips for designing online environments that truly improve access to learning for all students.

Models for Online Mentoring and their Role in Retention and Engagement
Session 1, Room: Bonaire 4, 9:00a.m. - 9:35a.m.
Roberta Hyland,
Abstract: Online learning has increased in popularity and gained acceptance in the higher education community. As student engagement efforts have been effective for traditional programs and students, online programs need to develop effective engagement processes that are designed with the diversity of online programs and their students in mind.

CRM: A strategy for growth, retention and improvement
Session 1, Room: Bonaire 6, 8:15a.m. - 8:50a.m.
Karen Vignare, Michigan State University
Betsy Bedigian, Hezel Associates
Abstract: Today technology is critical to improving marketing, retention and fostering communication with students and learners. The technology most organizations should be considering is customer relationship management (CRM).

Helping Our Undergraduate Students Succeed In The World Of Online Universities
Session 1, Room: Bonaire 6, 9:00a.m. - 9:35a.m.
Debby Telfer,
Abstract: Topics addressed: 1) initial diagnostic assessments to evaluate student readiness and auto-generated remediation based on deficits, 2) “success courses” that help transition students into an on-line university environment by first developing their communication, learning style appropriate study skills, critical thinking, and creative decision making, and 3) ongoing online tutoring support.

Systematically Designed Instruction for HOTC: Interactive, web solution for required annual training
Session 1, Room: Bonaire 7, 8:15a.m. - 8:50a.m.
Karen Cooper, UCF
Marisa Davis, UCF
Abstract: Hospice of the Comforter, a non-profit organization specializing in care and comfort for terminal patients, requires support staff to obtain annual training for health-related issues. Previously, training was solely lecture format. For a UCF graduate course, an independent, interactive, web-based training was created using the Dick&Carey systematic design method.

DLPI: International Distance Learning Program at a UN Agency: Challenges and Innovative Approaches
Session 1, Room: Bonaire 7, 9:00a.m. - 9:35a.m.
Bobby Olarte, United Nations Population Fund
Abstract: A UN agency needed to train staff in 120 countries. Barriers were cost, language, and technology. A blended-learning approach succeeded. The UNFPA Distance Learning on Population Issues (DLPI) is a certificate program with collaborating universities, multiple languages, low band-width access, learner and faculty support, and supportive learning culture.

Exploring the Opportunities and Challenges of CMS Transparency
Session 1, Room: Bonaire 8, 8:15a.m. - 8:50a.m.
Michael Starenko, Online Learning, Rochester Institute of Technology
Richard Fasse, Online Learning, Rochester Institute of Technology
Abstract: This session will explore how the extraordinary transparency of course management systems helps to (1) identify the most interactive courses to recognize outstanding faculty, (2) discover effective practices to disseminate to faculty and administrators, yet also raise (3) challenging policy issues about access to online and blended courses.

Confronting “Insurmountable Opportunities” Ethically: Are We Maintaining Institutional Integrity?
Session 1, Room: Bonaire 8, 9:00a.m. - 9:35a.m.
Melody Thompson, Penn State
Abstract: There has been little discussion of ethical aspects of online and blended education at the institutional level. This presentation suggests needed research and practice change in the areas of access, marketing, resource allocation, policy, and change management to ensure ethical institutional integration of online and blended learning.

Assistive technologies for inclusive online courses
Session 1, Room: Curacao 2, 8:15a.m. - 8:50a.m.
B Bhagyavati,
Abstract: The growth in online education has created a divide between students with disabilities and students without disabilities in online classes. This institution-wide research study collected data and developed guidelines for instructors to design and deliver inclusive online courses that use assistive technologies to support sight-impaired, hearing-impaired and tactile-impaired learners.

Creating Virtual Community and Engaging a Virtual Citizenry: Lessons in Leadership from the Isle of Wyrms and Engaging a Virtual Citizenry
Session 1, Room: Curacao 2, 9:00a.m. - 9:35a.m.
Nicola Martinez, Empire State College
Linzi Kemp, Empire State College
Carol Carnevale, Empire State College
Abstract: The Isle of Wyrms leadership has carefully established practices, processes and events that nurture an international citizen participation that keeps visitors engaged and enthused. They have a careful volunteer development program in which IOW citizens are recruited and developed as volunteers, guides, mentors and ambassadors to mentor their peers and perform community outreach. In addition, they present all educational and informational materials in a wide range of media: an updated wiki; active forum; note cards; holograms; virtual books; an immersive space; and one to one live assistance. How might we apply these strategies to educational community building and learner engagement in virtual and immersive environments?

Blank Easel: What Is a Canned Course? Faculty Perceptions of Courses Created by Others.
Session 1, Room: Curacao 3, 8:15a.m. - 9:35a.m.
Deborah W. Proctor, Ph.D., Minnesota State Colleges and Universities
Ruth Rominger, Monterey Institute for Technology and Education
Abstract: This session is designed to engage its audience and will use an exciting non-lecture format called visual facilitation. Attendees will be invited to participate in a scholarly discourse of issues surrounding use of content created by others. This session lends itself best to the 80 minute timeframe. See http://www.visualpractitioner.org/

Introducing SAMMIE - Successful Assessment Methods and Measurement In Evaluation
Session 1, Room: Curacao 4, 8:15a.m. - 9:35a.m.
Thomas Archer, Ohio State University Extension
Karen Bruns, The Ohio State University
Debby Lewis, Ohio State University Extension
Abstract: Whether evaluating impact of community based programs is new to you, or you are experienced in evaluating programs, SAMMIE can help you expand your skills. SAMMIE stands for Successful Assessment Methods and Measurement In Evaluation and is a one stop, web portal to link you to valuable impact documentation resources.

Earning XP: MMORPGs and Educational Assessment
Session 1, Room: Curacao 6, 8:15a.m. - 8:50a.m.
Rod Riegle, Illinois State University
Abstract: In MMORPGs (Massively Multiplayer Online Role-Playing Games) the performance of players is evaluated immediately and directly by the awarding of XP (experience points). This presentation examines the ways in which this kind of assessment system can be applied to the field of education.

"e-intertextuality": Text Interpretation and Computer Gaming Strategies
Session 1, Room: Curacao 6, 9:00a.m. - 9:35a.m.
Jan Miernowski, University of Wisconsin-Madison
Abstract: “e-intertextuality” is a teaching method combining classical techniques of textual hermeneutics with computer gaming strategies. The case study is a highly interactive and entirely online college level course taught at the University of Wisconsin-Madison since 2004: "French and Italian Renaissance Literature Online."

Instructional Design Blueprint for Online Course Development
Session 1, Room: Curacao 7, 8:15a.m. - 8:50a.m.
Dave Cillay, Washington State University
Abstract: This session will provide an overview of and hands-on training in the use of an instructional design blueprint for online course development. The session will also investigate project costing, second party design, goal/outcome/activity/assessment alignment, and the current state of instructional design.

Extreme Makeover: Using learning principles to transform multimedia projects
Session 1, Room: Curacao 7, 9:00a.m. - 9:35a.m.
Jann Lightcap, University of Delaware
Barbara Frey, University of Pittsburgh
Abstract: Multimedia technologies in educational settings are essential teaching tools which bring complex concepts to life. This session will examine the supporting learning principles used to design multimedia learning objects. We will demonstrate a variety of multimedia projects and link design decisions to specific learning principles.

The Vanishing Online Faculty Workshop
Session 1, Room: Curacao 8, 8:15a.m. - 8:50a.m.
Mary Jane Clerkin, Berkeley College
Abstract: Onsite day-long, weekend, summer retreat workshops tie online faculty to time, travel, and often inflexible scheduling. Whereas, a totally online faculty workshop enhanced by a superlative text; the videos of trainers and experienced online faculty who transmit their knowledge of online pedagogy and technology; the advice of the online library and Help Desk staff, comments by online students, as well as the ability to use hands-on practice is a viable option.

Systemizing Quality Assurance for Online Learning & Teaching in Large-scale Professional Development
Session 1, Room: Curacao 8, 9:00a.m. - 9:35a.m.
Vicky Zygouris-Coe, University of Central Florida
Bonnie Swan, University of Central Florida
Catherine Glass, FOR-PD
Abstract: With the large increase in the development of online methods of professional development, the need for ongoing and well-embedded effective evaluation is crucial. This study investigates the impact of instituting a well-structured quality-assurance process for monitoring alarge-scale online professional course. FOR-PD has served 27,000 educators since 2003.

Community of Inquiry Framework: Validation and Instrument Development
Session 1, Room: Grand Sierra A, 8:15a.m. - 9:35a.m.
Philip Ice, University of North Carolina Charlotte
Ben Arbaugh, University of Wisconsin Oshkosh
Sebastian Diaz, West Virginia University
D. Randy Garrison, University of Calgary
Jennifer Richardson, Purdue University
Peter Shea, University of Albany, State University of New York
Karen Swan, Kent State University
Abstract: The Community of Inquiry framework posits that effective online learning is a function of the interaction of three elements: teaching presence, social presence, and cognitive presence. This presentation will explore the theoretical and empirical basis for the development of a common CoI assessment instrument. Inter-institutional research applications will be emphasized.

Developing a Digital Platform for Latin American E-Learning Programs
Session 1, Room: Grand Sierra C, 8:15a.m. - 9:35a.m.
Donald Poucher, University of Florida
David King, Oregon State University
Jorge Flores, Zamorano University
Abstract: Starting from scratch, the 18-month project developed scalable, digital platforms for serving Latin American learners. Needs assessment, guiding principles and best practices, and Zamorano scenarios established directions for campus and distance teaching, research and outreach. An e-learning center was launched with digital access and support networks through faculty leadership development.

Integrated Assessment of Online Programs: Possibility or Pipedream?
Session 1, Room: Antigua 1, 8:15a.m. - 8:50a.m.
Marty Crossland, Oral Roberts University
Abstract: Assessment of online courses/programs is essential to maintenance and improvement. This presentation will discuss how the winner of a major assessment award (CHEA) is currently using an institution-wide assessment program with an ePortfolio as a major component, and how it is shaping development and delivery of new online programs.

HOW TO ASSIST STUDENTS IN A SUCCESSFUL ONLINE EXPERIENCE
Session 1, Room: Antigua 1, 9:00a.m. - 9:35a.m.
Karen Watson, Fort Valley State University
Anna Holloway, Fort Valley State University
Abstract: The purpose of the session will be to offer suggestions and gather information regarding institutional procedures and available resources for students that will give students the guidance necessary to help them be successful in an online class.

Incoporating podcasting technology in curriculum delivery
Session 1, Room: Curacao 5, 8:15a.m. - 9:35a.m.
Youmei Liu, University of Houston
Shawn McCombs, University of Houston
Abstract: This session will present the development and successful integration of Podcasting technology in the process of instruction delivery. We will share our research data with audiences on the effective use of podcasts, integration of Podcasting activities and Podcasting best practice generated from research data.

Using a Course Template based on the Quality Matters Rubric to Enrich Online Courses
Session 2, Room: Bonaire 1, 9:50a.m. - 10:25a.m.
Renee Cicchino, Seton Hall University
Abstract: This session will discuss the creation and use of a template for online courses taught in the College of Arts and Sciences at Seton Hall University. The course template was built in Blackboard and is based on the Quality Matters Rubric (an inter-institutionally developed quality assurance mechanism for online learning).

Revising History: How Active Learning Strategies Changed the World (of an Online Gen Ed Course)
Session 2, Room: Bonaire 1, 10:35a.m. - 11:10a.m.
Don Humphreys, Cedarville University
Abstract: This session describes the processes used, mistakes made, victories won, and learning outcomes achieved as the result of redesigning a U.S. History Gen Ed course using Active Learning Strategies. The resulting course has become a model (that we continue to improve) for other online courses at Cedarville.

Diverse Students, Diverse Needs: A Learning Model to Help Students Succeed
Session 2, Room: Bonaire 2, 9:50a.m. - 11:10a.m.
Alan Drimmer, American InterContinental University Online
Kerri Holloway, American InterContinental University Online
Abstract: American InterContinental University’s leaders examine how the school’s unique learning model meets the needs of a diverse student body, as measured by student outcomes and placement. Participants will learn how specific strategies, including flexible tools, real-world assessments and a focused approach help students succeed in an online learning environment.

Disconnects and Dissonance in an International Learning Environment: A Post-Mortem Analysis
Session 2, Room: Bonaire 3, 9:50a.m. - 10:25a.m.
Michael Mayo, Kent State University
Abstract: US students recorded their impressions as they participated in cross-cultural virtual teams formed to assist US and European firms to compete in select international markets. The presentation examines student diary entries to identify factors that facilitated and/or hindered the development of a virtual team cohesiveness and case work.

Conflict Mitigation in Online Student Teams
Session 2, Room: Bonaire 3, 10:35a.m. - 11:10a.m.
Richard Dool, Seton Hall University
Abstract: Online teams face many of the same conflicts on-campus teams face. The primary difference is that conflict in online teams is not often played out in “real time.” This presentation offers a four stage methodology for effective conflict mitigation based on experience with more than 200 online student team projects.

Online Advising in Support of Learning Communities
Session 2, Room: Bonaire 4, 9:50a.m. - 10:25a.m.
Larry Schankman, Mansfield University
Abstract: Can online advisers create enduring scaffolds to support learning communities? This presentation showcases a web-based system for advisers to interact with prospective and current online learners. The system features an online database that enables advisers to record and recall student information and counseling sessions, thereby strengthening bonds and relationships.

Academic Advising: A Smart Approach to Providing Online Learners with Individualized Online Services
Session 2, Room: Bonaire 4, 10:35a.m. - 11:10a.m.
Ann Bull, Saint Leo University
David Ososkie, Saint Leo University
Abstract: Student respondents to an April 2004 survey within the Center for Online Learning (COL) reported a desire for individualized online Academic Advising. In response, the COL reconfigured advisement in 2005. As a result, student satisfaction increased substantially by April 2006. This presentation will focus on the reconfiguration of Academic Advising.

Comparison of In-class and Online-Learning Students’ Performance and Attitudes in a Biology Course
Session 2, Room: Bonaire 6, 9:50a.m. - 10:25a.m.
Clement Yedjou, Jackson State University
Abstract: Face to face learning has been perceived as a conventional process of transformation of knowledge. Today, online education is part of a new culture with many distinct characteristics that has grown tremendously over the years. It fills a necessary niche in the changing role of education.

Measuring Student Satisfaction in the Online Environment-Boston University Online
Session 2, Room: Bonaire 6, 10:35a.m. - 11:10a.m.
Nancy Coleman, Boston University
Abstract: In 2007 Boston University surveyed students and graduates of its online degree programs. Respondents were asked about their choice of online vs. traditional degree, time invested, value gained and other questions. This presentation will review the findings and share insights gained and enhancements implemented from this assessment.

A Corporate College Partnership: Higher Education for a Diverse Adult Audience Using Online/ Blende
Session 2, Room: Bonaire 7, 9:50a.m. - 10:25a.m.
Cynthia Ward, Empire State College
Shelley Dixon, Empire State College
Abstract: Focuses on a corporate college partnership that encompasses online and blended learning to reach a diverse employee audience. Verizon Online and Verizon Corporate College of Empire State College/ SUNY, offer access to higher education characterized by a unique individualized degree program model and a high degree of online interaction

FREE, Online Academy for Ohio Health Professionals
Session 2, Room: Bonaire 7, 10:35a.m. - 11:10a.m.
Amanda Hopper, Ohio Resource Network
Nicole Schiesler, Ohio Resource Network
Abstract: eBasedAcademy offers FREE, online professional development credits for Ohio health professionals. This session will review the process for developing, implementing, and managing an online academy which offers continuing education/professional devleopment courses for health professionals.

Advancing HBCU Participation In Asynchronous Learning Networks
Session 2, Room: Bonaire 8, 9:50a.m. - 11:10a.m.
Rev. Dr. William D. Booth, Hampton University
Dr. Taylor Byrd, Jr., Alabama Agricultural & Mechanical University
Gwendolyn A. Godard, North Carolina Agricultural & Technical State Univ
Abstract: This session will focus on the opportunities, challenges, and unique problems faced by Historically Black Colleges and University’s (HBCUs) in developing and sustaining online programs. The Sloan Foundation funded three workshops facilitated by HBCUs engaged in Asynchronous Learning Networks (ALNs): Alabama Agricultural & Mechanical University, North Carolina Agricultural & Technical State University, and Hampton University. Done in collaboration with the American Distance Education Consortium (ADEC), these1½-day workshops were designed to advance ALNs among HBCUs. Participants included faculty, administrators, and instructional technology specialists. Data gathered at these workshops form the basis for the presentation.

Marketing Online Degrees to Higher Education’s New Constituencies
Session 2, Room: Curacao 2, 9:50a.m. - 11:10a.m.
Andrew Gansler, eLearners.com
Abstract: The most cost effective marketing activity to generate students for institutions with successful online programs today is e-marketing. There is a good reason for it—it works. This practical presentation on e-marketing provides the what, when, why and how of implementing an effective online marketing program.

Interactive Expeditions: Discovery Learning Through Satellite Technology
Session 2, Room: Curacao 3, 9:50a.m. - 10:25a.m.
Robert Kenny, University of Central Florida
Phil Peters, University of Central Florida
Adam Lenz, University of Central Florida
Abstract: Interactive Remote Expeditions is a process that enables field-based individuals to interact with participants via the Web. Local participants can be in classrooms or log individually. Using a generator-powered satellite the remote location sends streaming content to the classroom where users communicate with the field team in real time.

Using Student-Generated Content to Transform the Learning Experience
Session 2, Room: Curacao 3, 10:35a.m. - 11:10a.m.
John Sener, Sener Learning Services
Abstract: Student-generated content transforms students from content consumers to producers and can result in products of lasting value. Learn how practitioners are using new technologies in online and blended learning environments to promote effective learning experiences.

History: Alive and Online!
Session 2, Room: Curacao 4, 9:50a.m. - 10:25a.m.
Janice Amos, Florida Community College Jacksonville
Abstract: History courses need not be boring and bland. This student centered course is filled with interesting multimedia technology, interactive assessments and dual level homework assignments. Student¡¦s bridge the past to the present by making the connections through knowledge they have obtained through research and class activities.

Blended Learning for Students With Choice: The HyFlex Course and Design Process
Session 2, Room: Curacao 4, 10:35a.m. - 11:10a.m.
Brian Beatty, San Francisco State University
Abstract: The HyFlex course design implements a flexible participation policy for students whereby students may choose (weekly) to attend face-to-face synchronous class sessions or complete course learning activities online without physically attending class. Artifacts created during learning activities for each set of students becoming "learning objects" for all.

The Net Generation: Using Wiki to Create and Structure Collaborative Learning Environments
Session 2, Room: Curacao 6, 9:50a.m. - 10:25a.m.
Martina A. Doolan, University of Hertfordshire
Abstract: This reports on the use of a Wiki to support group based assessed tasks for a cohort of 96 students empowering them to create their own learning environment. Practitioner experiences of the planning, design and implementation is reported and, supported by evidence of the student own works and feedback.

A Faculty Online Readiness Tool
Session 2, Room: Curacao 6, 10:35a.m. - 11:10a.m.
Carol McQuiggan, Penn State University
Lawrence Ragan, Penn State University
Linda Futch, University of Central Florida
Abstract: This session will describe the process and outcome of efforts between Penn State University and the University of Central Florida to develop a tool that enables faculty to self-assess their readiness for the online teaching and learning environment.

Developing Online Learning Objects to Support Positive Faculty-Student Interaction
Session 2, Room: Curacao 7, 9:50a.m. - 10:25a.m.
Betsy Alperin, University of Maryland University College
Laurie Hulcher, University of Maryland University College
Heloisa Siffert, University of Maryland University College
Abstract: The limits of expression in the distance education environment can make positive faculty-student interaction a challenge for even the most dedicated educators. This session showcases the development of an online faculty workshop that uses a video case study model to strengthen and support skills in this area.

An Online Course Assessment Tool (OCAT) for Faculty Peer-assessment or Self-assessment
Session 2, Room: Curacao 7, 10:35a.m. - 11:10a.m.
CLAIRE DECRISTOFARO, Western Carolina University
Abstract: An Online Course Assessment Tool, designed to be used for confidential faculty peer-evaluation, as well as faculty self-evaluation, for faculty development. Tool can be used to evaluate existing online courses, or to help develop new online courses.

From Blackboards to Bytes: Moving Faculty From Chalk to Keyboard
Session 2, Room: Curacao 8, 9:50a.m. - 10:25a.m.
Kathy L. Rix, Western Michigan University
Sarah Pernie, Kalamazoo Valley Community College
Abstract: What is the best way to move instructors away from the traditional face-to-face method of instruction into the online/distance education arena? This paper answers that question by providing a model to accomplish this based on the Seven Principles for Good Practice in Undergraduate Education developed by Chikering and Gamson.

Faculty Support for Online and Blended Teaching: Design and Use of Learning Objects and Repositories
Session 2, Room: Curacao 8, 10:35a.m. - 11:10a.m.
L. K. Curda,
Kathleen Sheridan, National Louis University
Abstract: This presentation examines faculty support for development of learning objects and use of a repository for blended and online learning. Examples and implications are drawn for support and engagement of faculty seeking workable solutions to the design, development, reuse, and customization of online content without being technology experts themselves.

Back to the future: what's next for the online community of inquiry model?
Session 2, Room: Grand Sierra A, 9:50a.m. - 11:10a.m.
Martha Cleveland-Innes, Athabasca University
Karen Swan, Kent State University
Abstract: The academic and social domains are represented in the online community of inquiry model by three elements called presences: Social, cognitive and teaching presence. To date, much research has been done on this model, yet many questions regarding the complexity of online learning remain. What research has been done to validate this model, and what else do we need to explore the intricacies of the three presences?

Multiple Applications of Podcasting: Supporting Student Learning in Online, Hybrid, and F2F Courses
Session 2, Room: Grand Sierra C, 9:50a.m. - 11:10a.m.
Grace Whiteaker, University of Washington, The Information School
Cara Lane, UW, Catalyst Research & Development
Matthew Saxton, University of Washington, The Information School
Richard Strickland, University of Washington, School of Oceanography
David Cox, UW, Learning & Scholarly Technologies
Abstract: This session presents findings from an evaluation of a podcasting pilot at the University of Washington and insights from instructors on how the infusion of rich-media in face-to-face and distance education is transforming traditional pedagogy.

Competency Development in Blended and Online Business Learning Environments
Session 2, Room: Antigua 1, 9:50a.m. - 10:25a.m.
Jomarie Bliss, University of Maryland University College
Jane Ross, University of Maryland University College
Jacob Krivoruchko, University of Maryland University College
Lee Ann Graul, University of Maryland University College
Abstract: UMUC's online MBA program features the integration of competencies into instruction, assignments and feedback, as a key part of its innovative curriculum design. By emphasizing ten specific competencies, faculty encourage students to connect classroom experiences with real-world skills and promote increased collaboration, personal growth, and greater depth of learning.

Assessment with a Difference: Waypoint Empowers Students, Faculty and Administrators in all Models o
Session 2, Room: Antigua 1, 10:35a.m. - 11:10a.m.
Rosemary Skeele, Seton Hall University
Vivienne Carr, Seton Hall University
Joseph Martinelli, Seton Hall University
Nancy Sardone, Seton Hall University
Abstract: This presentation will illustrate the various ways Waypoint is used for: collecting data; evaluating student performance; and analyzing data for multiple purposes. These include: individual assessments; course assessments; program assessments; alignment to standards; accreditation evaluations. Suggestions for modifying and implementing Waypoint, a cost-effective tool for assessment will be presented.

Creating a Multi-Cultural Online Classroom through Blogs,
Session 2, Room: Curacao 5, 9:50a.m. - 10:25a.m.
Richard Schumaker, UMUC
Lisa Ellen Bernstein,
Abstract: This presentation explores three new technologies that present diversity themes in an intellectually rigorous and pedagogically sound fashion. Our emphasis will be at once theoretical and practical: we will formulate key theoretical issues, as well as provide practical examples of successful practices in teaching diversity issues using new technologies.

A study of blogging in the online classroom: Implications for teaching and research
Session 2, Room: Curacao 5, 10:35a.m. - 11:10a.m.
Donna Malvey, University of Central Florida-Regional Campuses
Barbara Alderman, University of Central Florida
Allison King, University of Central Florida
Andrew Todd, University of Central Florida
Abstract: A team of teaching faculty and librarians present the findings of a study on the use of corporate blogs in an online classroom. Results of the surveys completed by student participants will be discussed and the teaching and library faculty will share their perceptions.

Maximizing Online Course Completion
Session 3, Room: Bonaire 1, 1:40p.m. - 2:15p.m.
John Grandzol, Bloomsburg University of Pennsylvania
Christian Grandzol, Bloomsburg University of Pennsylvania
Abstract: Online course platforms offer numerous features. Which of these to emphasize in course design, and how frequently to use them in course delivery to maximize student learning (measured by course completion) is the focus of this presentation. Statistical analysis of student/faculty data provides useful insights for course designers and faculty.

Building professional networks through community-embedded online and hybrid learning
Session 3, Room: Bonaire 1, 2:25pm. - 3:00p.m.
Michelle Kazmer, Florida State University College of Information
Abstract: This presentation uses evidence from research and teaching to explain how online learners build professional networks and how educators can support networking. Many online degree-seekers want a professional network to be an outcome of their education; students taking online professional development courses may want to expand their professional networks.

Simulatin Health Promotion in an Online Environment
Session 3, Room: Bonaire 2, 1:40p.m. - 2:15p.m.
Elizabeth Rash, UCF
Abstract: Web based courses have distinct advantages; one of the challenges of this medium is to assess students’ knowledge application. This is especially true of interpersonal communication skills. The purpose of this presentation is to describe a motivational interviewing application exercise developed for a graduate level online health promotion course.

Comparison of Student Evaluations of Teaching Between Online and Face-to-Face Courses
Session 3, Room: Bonaire 2, 2:25pm. - 3:00p.m.
Hank Kelly, Ohio Christian University
Abstract: Presents a qualitative research study of responses to open-ended questions contained in student evaluations of teaching (SET) of online and face-to-face (f2f) courses. The study determined if a SET bias against online instruction exists and identified differences in perceived instructional effectiveness between online and f2f students.

Using Online Tools to Improve Student Writing
Session 3, Room: Bonaire 3, 1:40p.m. - 2:15p.m.
Susan Slavicz, Florida Community College at Jacksonville
Abstract: This presentation will give recommendations for improving student writing through online peer editing. Data from classroom assessments will be shared along with sample questions which have proven effective. While these activities have been used in a composition classroom, they could be adapted to any course which requires writing.

Peer Feedback in Online Discussions: Can We Impact Students' Critical Thinking Skills?
Session 3, Room: Bonaire 3, 2:25pm. - 3:00p.m.
Jennifer Richardson, Purdue Unviersity
Peggy Ertmer, Purdue University
James Lehman, Purdue University
Timothy Newby, Purdue University
John Campbell, Purdue University
Abstract: This project evaluated the effectiveness of a peer feedback strategy in asynchronous online discussions. Specifically, it examined the impact of peer feedback in online discussions on students' critical thinking skills. Participant interviews and pre/post surveys targeting critical thinking skills were utilized in a mixed method study approach.

Empowering Undergraduates with Information Literacy and Research Skills
Session 3, Room: Bonaire 4, 1:40p.m. - 2:15p.m.
Guy Bennett, Bryant & Stratton College
Kevin Breen, Bryant & Stratton College Online Education
Abstract: This presentation describes the creation and implementation of a required freshmen level course entitled “Introduction to Information Literacy and Research” whose content follows the Association of College and Research Libraries guidelines developed in response to the 1989 Presidential Committee on Information Literacy

Quality Assurance of Library Services for Distance Education Students: A Transaction-Level Study
Session 3, Room: Bonaire 4, 2:25pm. - 3:00p.m.
Michael Alewine, University of North Carolina at Pembroke
Abstract: How do we really know that we are providing effective support services for distance education students? Standard evaluations come too late. This presentation examines the use of a transaction-level satisfaction survey that seeks input from students while still at the point of need.

Assessing the Needs of the Online Learner Through Surveys
Session 3, Room: Bonaire 6, 1:40p.m. - 2:15p.m.
Christine Gaiser, Bryant & Stratton College
Jason Majchrzak, Bryant & Stratton College
Larissa Wragge,
Abstract: Bryant & Stratton College Online Education utilizes surveys to identify students’ needs, priorities and satisfaction levels. Survey results have revealed that the online learner needed support including tutoring, extended advising hours, and career services. The surveys, in addition, have been a valuable tool to monitor programs in existence.

Diverse Online Teaching Strategies for our Diverse Students
Session 3, Room: Bonaire 6, 2:25pm. - 3:00p.m.
Lori Mestre, University of Illinois at Urbana Champaign
Abstract: Using strategies from a successful graduate online course and learning objects created at the library, this talk will demonstrate how courses and web pages can be modified to better accommodate various learning styles, though visual, aural and kinesthetic modalities, group work, social networking, and creative and reflective thinking exercises.

Challenges in blended online learning in teacher education
Session 3, Room: Bonaire 7, 1:40p.m. - 2:15p.m.
Lori Tanner, Miami University
W. Thomas Southern, Miami University
Abstract: This research was conducted as a descriptive case study of the barriers and difficulties faced by nontraditional adult students seeking an alternative route to special education licensing in an online blended learning format. This study suggested how educational technology could be better integrated into an online format for alternative teacher education programs.

Sustaining Online Facilitator Knowledge and Skills
Session 3, Room: Bonaire 7, 2:25pm. - 3:00p.m.
Vicky Zygoruis-Coe, University of Central Florida
Catherine Glass, University of Central Florida
Candace Whitehead, University of Central Florida
Abstract: How do you prepare and sustain online facilitators’ knowledge and skills? In this session presenters will discuss the infrastructure of a large-scale online professional development project’s facilitator division, present data from formative and summative evaluation, and examine factors that have contributed to the successes and challenges of online facilitation.

E-learning to the Rescue: Cases in the United States, South Africa and Lebanon
Session 3, Room: Bonaire 8, 1:40p.m. - 2:15p.m.
Claudine SchWeber, University of Maryland University College
Maureen Yoder, Lesley University
Abstract: Sometimes e-learning is the best, and only, solution to unexpected developments or serious business challenges. This session describes cases in the United States, Lebanon, and South Africa that demonstrate how e-learning provided opportunities for the education and business communities to continue operations despite threats to their ability to function.

Creating International Learning Communities: Effective Practices
Session 3, Room: Bonaire 8, 2:25pm. - 3:00p.m.
Molly Mott, SUNY Canton
Abstract: The State University of New York at Canton (SUNY Canton) is rapidly transforming from a small technical college to a dynamic four-year institution with a global reach. This session will share the ideas, experiences, and strategies that have contributed to the success of SUNY Canton’s international learning efforts.

Connecting Theory to Practice in an Online Teacher and Principal Preparation Program
Session 3, Room: Curacao 2, 1:40p.m. - 2:15p.m.
Robert Fulton, Jones International University
Abstract: The Jones International University School of Education’s K-12 teacher and principal preparation degree program is 100% online. Come find out how 1,300 students complete professional synthesizing projects under the guidance of supervising professors and field-based sponsors in K-12 schools and learning communities around the globe.

Keeping Pace with K-12 Online Education – A Review of 4Years of Policy and Practice
Session 3, Room: Curacao 2, 2:25pm. - 3:00p.m.
Liz Pape, Virtual High School
John Watson, Evergreen Associates
Mickey Revenaugh, Connections Academy
Matthew Wicks, Matthew Wicks Associates
Abstract: Keeping Pace tracks policy and practice in K12 online education nationally. Published annually since 2004, Keeping Pace is used extensively by policymakers and practitioners to develop policy and practice to extend the benefits of online education. Panel will discuss policy and practice trends in K12 online education.

Learner Engagement as a Determining Factor in Student Achievement: Beyond the Filing System Mindset
Session 3, Room: Curacao 3, 1:40p.m. - 2:15p.m.
Sherri Restauri, Jacksonville State University
Abstract: A host of popular technology tools abound today, and decision-making regarding the appropriate selection and application of these tools is often hindered by a misunderstanding of the tool itself. Further, applicability of the tool from one discipline to the next may be limited, and repurposing of the tool across different student groups may render the tool ineffective or even detrimental to the students’ overall learning experience and satisfaction with the course.

Can you hear me now?: Enriching Learning through Audio Integration
Session 3, Room: Curacao 3, 2:25pm. - 3:00p.m.
Elena Collins, Marist College
Joshua Baron, Marist College
David Mamorella, Marist College
Abstract: Podcasting has quickly become the “hot” new method for delivering audio on the Web but it is only one of several options for enriching courses with audio content. Presenters will describe pedagogical strategies, advantages and challenges for integrating audio in online courses, and share examples of faculty projects.

Online Corridors to Higher Education: Bridges and Barriers to K-16 Partnerships
Session 3, Room: Curacao 4, 1:40p.m. - 2:15p.m.
Julia Matuga, Bowling Green State University
Abstract: The purpose of this interactive presentation is to discuss issues raised when forming partnerships between K-12 schools and higher education focusing on online teaching and learning. Using a case study approach, specific issues will be discussed: establishing K-16 partnerships for online teaching and learning, K-12 student recruitment and learning, and the preparation of online students and instructors.

Developing Electronic Educational Portfolios as an Online Practicum Project
Session 3, Room: Curacao 4, 2:25pm. - 3:00p.m.
Kadriye O. Lewis, Cincinnati Children's Hospital Medical Center
Raymond C. Baker, Cincinnati Children's Hospital Medical Center
Abstract: This session will introduce a model of an online Practicum course in an Online Master’s Degree program that utilizes e-Portfolios to enhance the professional competency of the learners. It will also include information on how to develop and implement e-Portfolios for performance-based learning.

Assessment of Barriers and Usage of Computer-Mediated Communication and Learning Tools in a Distance
Session 3, Room: Curacao 6, 1:40p.m. - 2:15p.m.
Sabine Grunwald, University of Florida
Brandon Hoover, University of Florida
Abstract: We assessed barriers, usage and preferences of asynchronous and synchronous communication and learning tools of students and faculty/instructors in a distance education graduate program in Environmental Sciences, University of Florida.

Information Design for Podcasts
Session 3, Room: Curacao 6, 2:25pm. - 3:00p.m.
Maria Avgerinou, DePaul University
Joseph Salwach, DePaul University
Diane Tarkowski, DePaul University
Abstract: In this session, DePaul University faculty will present their findings on how to use information design principles to create podcasts that effectively support and enhance learning and instruction. Information Services staff will discuss how they supported the faculty with hardware and software.

Enhancing Teaching and Learning using the Technologies of Generation Y Students
Session 3, Room: Curacao 7, 1:40p.m. - 2:15p.m.
Henry Findlay, Tuskegee University
Abstract: Generation Y students’ world includes numerous technologies. When students come into the classroom, they expect an environment that mirrors their own. Lessons learned from using the technologies that generation Y students bring to the classroom will be shared and how these technologies can be used to enhance teaching and learning.

Teaching the 21st Century Learner
Session 3, Room: Curacao 7, 2:25pm. - 3:00p.m.
Roger Von Holzen, Northwest Missouri State University
Darla Runyon, Northwest Missouri State University
Abstract: Today’s learner is a multitasking, visually-oriented student. This session will help participants understand who these new learners are in order to adjust our online and blended teaching methods to better meet their needs. Interactive computer-based materials will be used to demonstrate teaching and learning options for the 21st century.

The Role of Professor: Archetype, Anachronism, or Work-in-Progress
Session 3, Room: Curacao 8, 1:40p.m. - 3:00p.m.
Boria Sax, Berkeley College
Karen Swan, Research Center for Educational Technology
Anthony G. Picciano, Hunter College
Mary Jane Clerkin, Berkeley College
Peter Boltuc, UIS
Carla Payne, Vermont College of Union Institute and University
Phylise Banner Klein, University Without Walls
Cornel Reinhart, Centre for eLearning & eLiteracy
Abstract: After a brief introduction in PowerPoint, Panelists will discuss their experiences in online education in broad social and ethical perspectives, to help formulate educational ideals and structures for the twenty-first century, especially in reference to the vocation of professor.

Maximizing the effect of instructional strategies in blended learning environments
Session 3, Room: Curacao 5, 1:40p.m. - 2:15p.m.
Andrea Ray, Skyline Middle School
Abstract: The effect of instructional strategies in a blended teacher professional development course on teachers’ attitudes toward initiating and sustaining change in their practice will be examined.

Utilizing Very Small Aperture Terminal (VSAT) Technology Infrastructure in African Schools
Session 3, Room: Curacao 5, 2:25pm. - 3:00p.m.
Ebenezer Malcalm, Ohio University
Abstract: Utilizing Very Small Aperture Terminal (VSAT) Technology Infrastructure in African Schools

Five Years of the Sloan Survey of Online Learning
Session 4, Room: Bonaire 1, 3:15p.m. -3:50p.m.
Jeff Seaman, The Sloan Consortium
I. Elaine Allen, Co-Director
Abstract: Results from the 2007 Sloan survey of online learning are presented and compared to those of previous years. Included are estimates of the number and growth of the online learning populations, chief academic officers’ attitudes towards online instruction, and an examination of the range of online program offerings.

Impact Assessment in Online Courses
Session 4, Room: Bonaire 1, 4:00p.m. - 4:35p.m.
Dr. Joan D. McMahon, Transforming Leaders, LLC
John Sener, Sener Learning Systems
Abstract: After reviewing research on learning assessment and evaluation, participants will define impact assessment and demonstrate how to re-configure online learning evaluations to reflect impact for skill-based and/or professional courses. They will determine ways to collect impact data on student learning; project benefits of impact evaluation to professional and departmental portfolios.

Aligning On-line Course Activities According to Student's Learning Styles and Preferences
Session 4, Room: Bonaire 2, 3:15p.m. -3:50p.m.
Alana Zambone, East Carolina University
Melissa Engleman, East Carolina University
Karen Voytecki, East Carolina University
Abstract: This presentation shares the findings of a study of the relationship between effective on-line course pedagogical activities and students' learning styles and offers guidelines for course design. Additionally we share findings and implications for the discrepancies between faculty and student learning styles and preferences.

Student Suggestions on Preventing Plagiarism
Session 4, Room: Bonaire 2, 4:00p.m. - 4:35p.m.
Youmei Liu, University of Houston
Teresa Acosta, University of Houston
Abstract: Preventing academic plagiarism has been a daunting challenge in the process of assessment, especially in distance education and online testing. This session will share with audiences our research data on student perceptions and suggestions on preventing plagiarism, and their feedback on use of Turnitin assessment tool in WebCT Vista.

Using Social Cognitive Theory to Effectively Teach and Reach Students Online
Session 4, Room: Bonaire 3, 3:15p.m. -3:50p.m.
Glenda Gunter, Ph.D., University of Central Florida
Victoria Rath, University of Central Florida
Abstract: Two strategies for improving student satisfaction, achievement, and completion in online courses are instructional immediacy and building a strong sense of community, connectivity and sociability. Based on Bandura’s social cognitive theory, instructional immediacy behaviors will be defined and discussed along with strategies for building community in the online environment.

Can We Talk? Course Management Software and the Constructivist Use of Discussion
Session 4, Room: Bonaire 3, 4:00p.m. - 4:35p.m.
Cornel Reinhart, Centre for eLearning & eLiteracy
Carla Payne,
Abstract: International acceptance of course management software should not mask its profound learning influence. For constructivists,talk creates knowledge. Examining Blackboard’s implicit pedagogy, this presentation focuses on Blackboard’s asynchronous discussion utility. Does Blackboard’s architecture represent the best practice in education today? Blackboard 7.0 is compared with earlier and Open Source CMSs.

High Tech and High Touch: Build Community and Retention through Student Support Services
Session 4, Room: Bonaire 4, 3:15p.m. - 4:35p.m.
Debra Wick, Norwich University
Meredith Farkas, Norwich University
Allison Crowson, Norwich University
Janet Mara, Norwich University
Abstract: Too frequently, the support services online students need are inconveniently located outside the Course Management System. To foster high-touch community inside the CMS, Norwich University has built an all-encompassing student experience by embedding staff, innovative technologies, and high-tech support where students need them most – inside the virtual classroom

Innovative Online Student Services: Key to Increasing Recruitment and Retention
Session 4, Room: Bonaire 6, 3:15p.m. -3:50p.m.
Kristen Betts, Drexel University
Karen Rhoda, The University of Toledo
Abstract: Today’s online students are savvy consumers looking for colleges/universities that offer quality academic programs and state-of-the-art student services. Student services that were once considered innovative are now simply expected. To successfully recruit/retain online students, colleges/universities must design proactive strategies to increase engagement, support learning styles, and connect students to programs/institutions.

Orientation for Online Students: Fun and Games that Work!
Session 4, Room: Bonaire 6, 4:00p.m. - 4:35p.m.
Deborah Kell, Mercer County Community College
Barbara Behrens, Mercer County Community College
Abstract: Students who sign up for online courses don’t always know what they’re getting! How can we get them to pay attention long enough to be better prepared for the digital classroom? Join us as we demonstrate a unique “Game Show” orientation that has them laughing, paying attention, and learning.

Convergence and Collaboration: A Blended Approach to Bridging Academic and Corporate E-Learning
Session 4, Room: Bonaire 7, 3:15p.m. -3:50p.m.
Lynne Davidson, NYU SCPS Paul McGhee Liberal Arts
Michael Ireland, Deloitte, Financial Advisory Services
Abstract: The proliferation of e-learning is providing the traditionally separated worlds of the academy and corporate training with an opportunity for convergence and collaboration and is resulting in a merging of best practices that are meeting the needs of the life-long learner.

Closing the gap: a collaborative production model for e-learning in workforce development
Session 4, Room: Bonaire 7, 4:00p.m. - 4:35p.m.
Thomas Cavanagh, Embry-Riddle Aeronautical University
Abstract: This overview of a collaborative academic/industrial development model for producing self-paced, web-based workforce development courseware provides a roadmap that maximizes the expertise of college faculty, industry managers, and multimedia production specialists to meet the needs of government sponsors, commercial corporations, non-profit postsecondary institutions, and, of course, individual learners.

UMass Local Blended Learning: Building Programs and Increasing Access through Partnerships
Session 4, Room: Bonaire 8, 3:15p.m. - 4:35p.m.
Charmaine Hickey, UMass Lowell
Kathleen Polley, UMass Boston
Jeannette Riley, UMass Dartmouth
Judith Boccia, UMass Lowell
Abstract: University of Massachusetts has launched local blended learning across our five campus system. Local blended learning programs from UMass Boston, Dartmouth, and Lowell utilize proven teaching and learning strategies that increase access, foster program growth, and support faculty development while engaging community and corporate partners.

WISE Economics: How to build a sustainable consortium.
Session 4, Room: Curacao 2, 3:15p.m. -3:50p.m.
Bruce Kingma, Syracuse University
Christinger Tomer, University of Pittsburgh
Abstract: The Web-based Information Science Education (WISE) consortium enters its third year of operation proving the economic model on which it is built to be sustainable, adjustable and scalable. This session will examine the economics of sustainable online consortium.

Understanding the National Online Higher Education Market
Session 4, Room: Curacao 2, 4:00p.m. - 4:35p.m.
Richard Garrett, Eduventures, Inc.
Mindy Hershberger, Eduventures, Inc.
Abstract: This presentation reports on Eduventures’ study of online enrollment patterns by state, regulation of out-of-state distance learning, and a consumer survey, to provide insight into the national market’s evolution. Because one institution’s national market is another’s local market, this session will highlight competition between local brands and national players.

Brave New World: Teaching Anatomy and Physiology Totally Online
Session 4, Room: Curacao 3, 3:15p.m. -3:50p.m.
James Brown, Ocean County College
Marc LaBella, Ocean County College
Marcia Bradley, Ocean County College
Christine Spencer, Ocean County College
Abstract: Ocean County College is one of the first community colleges in the United States to develop Anatomy and Physiology totally online with both content and laboratory being directed via distance learning. A laboratory kit, including a microscope, is delivered to students to create a home laboratory experience.

OSC's Remote Instrumentation Collaboration Environment (RICE)
Session 4, Room: Curacao 3, 4:00p.m. - 4:35p.m.
Prasad Calyam,
Abstract: In my presentation, I will discuss the motivation, design and prototype development of OSC's Remote Instrumentation Collaboration Environment (RICE). RICE can be used by instructors and researchers to train students or conduct research on advanced instruments (e.g. electron microscopes, NMRs, telescopes) from remote locations on the Internet.

Promoting Active Learning in the Online Classroom through Innovative Course Design
Session 4, Room: Curacao 4, 3:15p.m. -3:50p.m.
Melinda Roberts, Virtual Learning Associates
Abstract: Successful course design must engage the online learner by bringing learning material to life. This can be accomplished through the use of interactive activities, multimedia, and practical application. The author discusses specific strategies that course developers can use to promote active learning and classroom interaction.

Teaching with Wikis: Assessment through Peer Review
Session 4, Room: Curacao 4, 4:00p.m. - 4:35p.m.
Edward Gehringer, North Carolina State University
Abstract: Wikis are becoming widely used in education. But assessment is a problem, as the students produce large amounts of writing. Peer review provides a scalable solution, with each student reviewing a few other students' work. The Expertiza system facilitates online peer review of wiki submissions.

Virtual World Learning Objects in Online Education
Session 4, Room: Curacao 6, 3:15p.m. -3:50p.m.
Victoria Walker, Regent University
Amy Dominguez, Regent University
Evelyn Biles, Regent University
Abstract: Presenters will discuss the process and pedagogical lessons learned from adding a virtual-world learning object to an online course in a blended graduate degree program. Presenters will summarize the attitudes and expectations from the various stakeholders and offer practical recommendations for using virtual-world learning objects in online courses.

Meeting the Challenges in an Interactive Television Course Setting
Session 4, Room: Curacao 6, 4:00p.m. - 4:35p.m.
Cynthia Lofaso, Central Virginia Community College
Susan Beasley, Central Virginia Community College
Lana Velez, Central Virginia Community College
Abstract: This session addresses challenges of interactive television courses and blended learning environments as they relate to distance education administrators, instructors, and the diverse community college students. Offering their various perspectives, presenters will share experiences and practical advice to make this a positive learning environment.

Have Laptop Will Teach: The Emerging Culture of Online Educators
Session 4, Room: Curacao 7, 3:15p.m. -3:50p.m.
Teresa Kelly, Kaplan University
Abstract: Examining who teaches online, their beliefs, their methods, their reasoning, and their challenges will help the industry respond to their needs, play to their strengths, and address their weaknesses. Understanding why online teachers do what they do will help identify who should teach online and who should not.

Salem State College's Online Course Development Program
Session 4, Room: Curacao 7, 4:00p.m. - 4:35p.m.
Marc Boots-Ebenfield, Salem State College
Susan Cirillo, Salem State College
Judi Puritz Cook, Salem State College
Christopher Mauriello, Salem State College
Gail Rankin, Salem State College
Abstract: The faculty development program for designing online courses emphasizes continuous assessment, high interactivity, clarity in structure, and alignment of objectives, activities, content & technology. Designed by a team of instructional designers, technologists and faculty members, our hybrid approach provides faculty members with multiple pathways for completing the program.

Creating Four Types of Online Collaborative Learning Environments in Higher Ed: Lessons Learned
Session 4, Room: Curacao 8, 3:15p.m. -3:50p.m.
Richard Fuller, Robert Morris University
Abstract: This presentation focuses on the interactive practices of faculty from six universities. Directors identified faculty who facilitate effective interaction. Twelve were interviewed and thirty participated in a Delphi studyidentifying best practices. The findings indicate four course types: foundational, skills, analysis/synthesis, and hybrid courses, each requiring different facilitation skills.

Key Factors Affecting Student Satisfaction of Course Facilitator in Online Professional Development
Session 4, Room: Curacao 8, 4:00p.m. - 4:35p.m.
pin wang, University of Central Florida
Jeonghee Huh, University of Central Florida
Vicky Zygouris-Coe, University of Central Florida
Abstract: This study investigated the relationship between the overall rating of course facilitator and three selected factors, and tried to predict the overall rating from each of the factors. Findings will include descriptive statistics, analyses of non-parametric correlation and regression. Study limitations and implications for future research will be also discussed.

Why would anyone need a "Second Life?"
Session 4, Room: Curacao 5, 3:15p.m. -3:50p.m.
Alexandra Pickett, SUNY Learning Network
Aline Click, Northern Illinois University
Larry Dugan,
Abstract: The purpose of this presentation is to introduce, demonstrate, and explore Second Life (http://secondlife.com) as one example of a popular virtual reality system, and to discuss the potential that virtual reality might have to offer various aspects of the higher education community from both instructional and institutional perspectives.

OurSpace: Using Social Networking Spaces to Create Multi-Campus Learning Communities
Session 4, Room: Curacao 5, 4:00p.m. - 4:35p.m.
Laura McGrath, Kennesaw State University
Abstract: The presenter will share research findings from a study of undergraduate writing courses at two separate institutions that used MySpace to create a multi-campus online learning community and facilitate asynchronous discussions among students from a historically black women’s college and a large public university.

Voice and Video Lectures to Personal Online Literature Courses
Session 5, Room: Bonaire 1, 8:15a.m. - 9:35a.m.
Mary Jane Clerkin, Berkeley College
Abstract: Online students, like onsite students have different styles of learning. Adding a voice or video lecture to each text lecture in online literature courses not only personlizes the courses but provides ffor different learning styles.

Cognitive Tempo in Online Learning
Session 5, Room: Bonaire 2, 8:15a.m. - 8:50a.m.
Amy Scheick, University of Central Florida
Glenda Gunter, University of Central Florida
Robert Kenny, University of Central Florida
Abstract: This study evaluated the cognitive tempo of high school students enrolled in online courses. The study found that students’ cognitive tempo influenced their interest and desire to control the pacing in online courses. The data showed that students are very interested in the pacing and timing of their learning.

Learning from Video Games: Designing Digital Curriculums
Session 5, Room: Bonaire 2, 9:00a.m. - 9:35a.m.
Eileen McMahon, Umass Boston
Asegedt Stefanos, Umass Boston
Abstract: Video games are models for digital curriculum that successfully engage a diversity of learning styles and paces. This presentation will summarize the researched benefits of video games, decode their structure, and outline design principles that can be adopted when designing digital curriculums.

BLENDED LEARNING AND STUDENT ENGAGEMENT
Session 5, Room: Bonaire 3, 8:15a.m. - 8:50a.m.
Norm Vaughan, University of Calgary
D. Randy Garrison, University of Calgary
Abstract: The purpose of this presentation is to report on a student survey instrument based upon the National Survey of Student Engagement. The findings will be discussed in the context of the importance of teaching presence (i.e., design, facilitation, direction) in blended learning environments is provided.

Applying Instructional-Design Theory Elements To Design Online Learning Environments for Adults
Session 5, Room: Bonaire 3, 9:00a.m. - 9:35a.m.
Martha Snyder, Nova Southeastern University
Abstract: You will learn how to apply a research-based approach to designing learner-centered online learning environments for adults. The design elements support the establishment of trust, interaction, collaboration, and learner-control. The theoretical framework and practical application of the instructional-design elements will be provided.

An Organizational Strategy for Delivering Student Support Services to a Global Student Population
Session 5, Room: Bonaire 4, 8:15a.m. - 9:35a.m.
Susan Spencer, Seton Hall University
Albert Galloway, Seton Hall University
Rosalie Mairorella, Seton Hall University
Karl Soehnlein, Seton Hall University
Abstract: As online students increasingly demand more customer-oriented student support services, institutions are confronted with the need to re-examine their current student support infrastructure in order to meet the particular needs of the remote student.. This presentation will draw upon the experience of SetonWorldWide, the online campus of Seton Hall University, facing the challenges of developing a student support services infrastructure within a traditional bricks and mortar environment. Lessons learned and recommendations are offered that will assist other institutions challenged by the student support needs of a global student population.

Accommodating students with disabilities in online learning: All you ever wanted to know and more!
Session 5, Room: Bonaire 6, 8:15a.m. - 9:35a.m.
Kelly Hermann, Empire State College
Jane Jarrow, Disability Compliance in Career & Online Learning
Abstract: Think online accommodations for students with disabilities are covered with an accessible course platform? Think accommodations needed in online and blended courses are the same as seated courses? Not quite. Think you should learn more about the issues facing students with disabilities online? Probably -- and we have the information!

It’s Not Just About Courses Anymore
Session 5, Room: Bonaire 7, 8:15a.m. - 8:50a.m.
Muriel Ballou, Ohio University
Abstract: Ohio University Without Boundaries has re-focused its efforts in online learning from the academic to the corporate training area. OUWB developed and supports blended and totally online training that currently generates revenue of over $ 1.5 million per year.

Communication not Content: A rapid low-investment approach to online distance learning.
Session 5, Room: Bonaire 7, 9:00a.m. - 9:35a.m.
Brian Mulligan, Institute of Technology Sligo
Abstract: This presentation describes the successful piloting of a rapid, low-investment approach to the development of online distance education in Ireland, based on the replication of traditional third level teaching techniques online using both synchronous and asynchronous communication tools, which is now about to be formally scaled up.

Targets of Opportunity: UCF’s Regional Approach to Localness
Session 5, Room: Bonaire 8, 8:15a.m. - 9:35a.m.
Randall Upchurch, University of Central Florida
Patricia Bishop, UCF
Charles Dziuban, UCF
David Harrison, UCF
Rick Schell, UCF
Joel Hartman, UCF
Abstract: Unprecedented demand for access to higher education in Florida, in combination with state-targeted needs in highly critical professional areas is creating an access challenge unequaled anywhere in the nation. This UCF panel presents a conceptual model that strategically combines resources of online programs with regional locations to address these issues.

Live and Learn: Campus Closure and Academic Continuity
Session 5, Room: Curacao 2, 8:15a.m. - 9:35a.m.
Janet Moore, Sloan-C
Bruce Chaloux, Southern Regional Education Board
Raymond Schroeder, University of Illinois at Springfield
Donald Spicer, University System of Maryland
Abstract: When campus must close because of weather-related events or disruptions such as a pandemic or terrorist attack, ALN can enable the academic mission to continue.

Online English Listening/Speaking for University of Florida Distance Learning Pharmacy Students
Session 5, Room: Curacao 3, 8:15a.m. - 8:50a.m.
Julie Henderson, College of Pharmacy University of Florida
Abstract: As the College of Pharmacy’s distance learning program expanded internationally, the need for an online English as a Second Language (ESL) course targeting students listening and speaking skills became clear. This session describes the history, development, implementation, and future modifications in an online listening and speaking course for pharmacy.

Adaptive Individualization through the Brain Based Learning Cube
Session 5, Room: Curacao 3, 9:00a.m. - 9:35a.m.
Nish Sonwalkar, Cambridge College
Abstract: The current – one-size-fits-all static approach is ineffective and leads to increased efforts of instructors teaching online courses. To increase effectiveness of online education, the focus is now towards systems that can adapt the content to match the learning preference of the individual through adaptive learning systems.

Improved Clinical Decision-Making Outcomes using computer simulated patient rounds
Session 5, Room: Curacao 4, 8:15a.m. - 8:50a.m.
david segal,
Abstract: A computer-simulated patient rounds was developed to provide a real-life learning environment for students using simulated patient cases, live collaborative learning, and a virtual decision support system. Collaborative learning showed the most significantly improved clinical decisions in either group- or individually-assigned cases compared to students who only worked cases individually

Blended Approaches to Science in Higher Education: Highlights, Opportunities and Challenges
Session 5, Room: Curacao 4, 9:00a.m. - 9:35a.m.
Robert Steiner, American Museum of Natural History
Abstract: Blended science education is reviewed, including relevant research, exemplary programs, opportunities and challenges – with particular focus on laboratory experiences, pedagogical strategies and online resources.

Online Classroom Management Tools
Session 5, Room: Curacao 6, 8:15a.m. - 9:35a.m.
Brian Stokes, Peirce College
Misty Hanks, Morehead State University
Abstract: A concern for many instructors is how to manage students in an online classroom. Unlike face-to-face, online instructors cannot use physical presence to manage student activity. This presentation will demonstrate online tools that can be used to manage the classroom in three critical areas: exams, research papers and lectures.

Successful Strategies for Recruiting and Retaining Online Adjuncts
Session 5, Room: Curacao 7, 8:15a.m. - 9:35a.m.
Kristen Betts, Drexel University
Abigail Maley, Drexel University
Abstract: With the proliferation of distance education in colleges/universities across the USA, there is growing need for online instructors, particularly adjuncts. However, finding adjuncts who are content specialists and have online teaching backgrounds is no easy task. Therefore, it is critical that online programs develop strategies for recruiting and retaining adjuncts.

Best Practices for Measuring Faculty Performance
Session 5, Room: Curacao 8, 8:15a.m. - 8:50a.m.
Destini Copp, South University
Laurie Fitts, South University
Abstract: This presentation will outline meaningful online faculty performance measures, both quantitative and qualitative, used in faculty evaluation. Additionally, the presentation will suggest the process and frequency for faculty evaluation, both formal evaluation and informal feedback.

Adjunct Faculty Development in the On-lIne Environment
Session 5, Room: Curacao 8, 9:00a.m. - 9:35a.m.
Phyllis Duryee, Franklin University
Pat McCann, Franklin University
Abstract: This presentation will address the important issue of faculty development in the on-line environment. The presenters will describe how professionals in the field with no training in pedagogy are developed into expert instructors. Further, they will illustrate how to create a learning community of on-line adjunct instructors.

The Impact of "Quality Matters" Standards on Courses: Research Opportunities and Results
Session 5, Room: Grand Sierra A, 8:15a.m. - 9:35a.m.
Ron Legon, The Quality Matters Program
Jean Runyon, College of Southern Maryland
Rick Aman, Portland Community College
Abstract: As the use of the Quality Matters Rubric for quality assurance in online/hybrid course design expands, more research is being done on the effect of implementing these standards. Does course revision to meet Quality Matters expectations have a positive and measurable impact on student learning, retention, and satisfaction?

IMPLEMENTING TECHNOLOGY ONE STEP AT A TIME
Session 5, Room: Grand Sierra C, 8:15a.m. - 9:35a.m.
Angela Jones, Hampton University
Drusilla Pair, Hampton University
Abstract: This workshop examines the process of progressively and effectively implementing technologies into course instruction in order to facilitate successful collaborative learning. Topics will include assessing technology goals and needs, selecting appropriate procedures to change technology delivery, finding support for technology, and creating a technology implementation plan.

How am I Doing? Feedback in the Real World
Session 5, Room: Antigua 1, 8:15a.m. - 8:50a.m.
Albert Ingram, Kent State University
Abstract: Faculty should give feedback to students promptly, but what is feedback for, how quickly should it be provided, and what are its effects? This presentation reviews findings from the research literature and presents data about new ways of providing feedback. It includes practical suggestions for using feedback effectively.

Teaching Presence and Student Success in Asynchronous Environments
Session 5, Room: Antigua 1, 9:00a.m. - 9:35a.m.
Lori Kupczynski, South Texas College
Philip Ice, University of North Carolina Charlotte
Teresa Petty, University of North Carolina Charlotte
Abstract: This study explored qualitative data from over 500 students, at a community college and a major research university, to determine the relationship between student perception of effective teaching presence and success in asynchronous courses. Data transformation was used to reveal predictors of significant relationships between the two measures.

Student Generated Content: New Opportunities for Learning
Session 5, Room: Curacao 5, 8:15a.m. - 8:50a.m.
Kenneth Mentor, University of North Carolina Pembroke
Abstract: Web 2.0 tools provide opportunities to integrate student-generated content in a variety of online or blended learning environments. cjencyclopedia.com is an example of the shift from students as content consumers to content producers. This presentation describes the process, challenges, and rewards associated with the design of a wiki-based online encylopedia.

Blogging to Foster Collaboration between Faculty and Students for Academic Research
Session 5, Room: Curacao 5, 9:00a.m. - 9:35a.m.
Kristen Sosulski, New York University
Steven Goss, New York University
Abstract: This paper presents a student-centered approach to conducting graduate research in a blended environment. Students supplied course readings and faculty responded using a blog to model critical assessment of the literature submitted.

The New Sloan-C Effective Practices Website
Session 6, Room: Bonaire 1, 9:50a.m. - 10:25a.m.
John Sener, Sener Learning Services
Dan Robinson, Kent State University
Karen Swan, Kent State University
Abstract: Learn how the New Sloan-C Effective Practices Website is using the Drupal content management system, multiple search taxonomies and a “collections” metaphor to organize EPs in more useful ways.

Making Blended Learning Truly
Session 6, Room: Bonaire 1, 10:35a.m. - 11:10a.m.
Mary Stuck, SUNY Oswego
Mary Ware, SUNY Cortland
Abstract: The authors will report on their efforts in course design (based on teaching five different courses in blended format) to make a blended course "truly blended" (i.e., not a segment of face to face and a segment of "on line" but a true seamless transition between the two.

Using Constructivist Learning Theory as a Foundation for Designing Online Performance Assessment
Session 6, Room: Bonaire 2, 9:50a.m. - 10:25a.m.
Thomas W. Zane, Western Governors University
Abstract: Using constructivist learning theories to generate guidelines for online performance assessment is not a straightforward exercise. One must translate the tenets while considering student characteristics and psychometric constraints. In this session, we will discuss how constructivist theory provides underpinnings for designing pedagogically and psychometrically sound online performance assessment.

Learning Foreign Languages Online: UMUC’s Innovative Approach
Session 6, Room: Bonaire 2, 10:35a.m. - 11:10a.m.
Alana Fennie, University Maryland University College
Gretchen Jones,
Abstract: This session showcases the innovations UMUC took in designing online foreign language courses and the technologies that support the design. The session will outline how UMUC adapted learning theories to meet the needs of online educators and students. The session will demonstrate unique integration of technology supporting the course design.

Three Hours a Week?: Determining the Time Students Spend in Online Participatory Activity
Session 6, Room: Bonaire 3, 9:50a.m. - 10:25a.m.
Abbie Brown, East Carolina University
Tim Green, California State University, Fullerton
Abstract: A report of a research study that provides bases for comparison between the time necessary to participate in courses delivered asnychronously online and courses delivered in a traditional classroom setting. Weekly discussion threads from over twenty sections of courses offered as part of online, degree-granting, accredited, graduate programs were examined.

Comparative Study of Online Courses at Stevens and Capella Universities
Session 6, Room: Bonaire 3, 10:35a.m. - 11:10a.m.
Robert Zotti, Stevens Institute of Technology
Abstract: This presentation will review the findings of a case study that compares the online student experience at Capella and Stevens Institute of Technology. This is (to the author's knowledge) the first time that such a comparison has been made. IQAT benchmarking data will also be reviewed.

Building An Online Learning Community through Socialization
Session 6, Room: Bonaire 4, 9:50a.m. - 10:25a.m.
Charlotte Neuhauser, Madonna University
Abstract: Building a learning community requires a content-learning process augmented by a socialization system. This study analyzed an online course to determine the community-building behaviors of students. Investigated were relationships between social climate, topics, and gender, and the differences between perceptions of students and behavioral data.

Beyond Online: Blending Technologies for Dynamic Learning in Fully Electronic Programs
Session 6, Room: Bonaire 4, 10:35a.m. - 11:10a.m.
Margaret Gordon, California State University Dominguez Hills
Joanne Zitelli, California State University Dominguez Hills
Abstract: The session suggests new perspectives on the concept of “blended” ( combining face-to-face and technology). Is it possible for fully electronically delivered courses to replicate features of blended courses by integrating technologies and media. A degree-completion program that mixes live TV, Internet and media is presentd.

Exploratory Research: Student Enrollment Decisions and Persistence in NACTEL and EPCE
Session 6, Room: Bonaire 6, 9:50a.m. - 11:10a.m.
Susan Kannel, CAEL
David Sachs, Pace University
Nancy Hale, Pace University
Dave Clark, Bismarck State College
Alicia Berger, Bismarck State College
Abstract: A review of exploratory research of student enrollment patterns, decisions, and factors influencing persistence toward the degree in two industry-led online associate degree programs -- The Nationial Coalition for Telecommunications Education and Learning offered by Pace University, and the Energy Providers Coalition for Education, offered by Bismarck State College.

Online Learning in Library and Information Science Professional Association Continuing Education
Session 6, Room: Bonaire 7, 9:50a.m. - 10:25a.m.
Linda Smith, University of Illinois
Wei Gao, University of Illinois
Abstract: Many professional associations are turning to online learning to meet members’ continuing education and professional development needs. This study reports on how online courses are being integrated into existing professional development programs offered by several professional associations in Library and Information Science. Current status, trends, and issues are discussed.

A Virtual Lifeline: Alternative Delivery of Professional Development for Part-time ESL Instructors
Session 6, Room: Bonaire 7, 10:35a.m. - 11:10a.m.
Catherine Green, American Institutes for Research
Li-Lee Tunceren, St. Petersburg College
Abstract: This presentation provides an update on recent, successful endeavors that use alternative delivery methods for professional development for the part-time ESOL instructor. A variety of online and Web-based resources and programs will be highlighted. Handouts will provide additional references on related research as well as other practical resources.

Maintaining Academic Instructional Continuity in an Emergency Event: A Preparedness Planning Model
Session 6, Room: Bonaire 8, 9:50a.m. - 10:25a.m.
Dr. Dennie Templeton, Radford University
Abstract: Radford University is implementing a Preparedness Response Plan to leverage university IT resources and distance education telecommunication technologies to support RU students and faculty in the event of an emergency disruption encompassing extended weather closings, natural disaster, pandemic, homeland security, or other similar impact events requiring university closings.

Vendor Partnerships: Getting in Bed with the Devil?
Session 6, Room: Bonaire 8, 10:35a.m. - 11:10a.m.
Chuck Lombardo, Florida Community College
Abstract: This case study explores the process that Florida Community College uses to partner with a commercial publisher to leverage expertise, resources, and technology between organizations while preserving disparate missions and goals. We will consider legal, technical, and process challenges. Benefits of the partnership will be reported.

Online Program Development and Education in a Physical Therapist Assistant Program
Session 6, Room: Curacao 2, 9:50a.m. - 10:25a.m.
Therese Millis, San Juan College
Abstract: Online education and program development as applied to a medical program can be challenging. This presentation will demonstrate some of the development used to provide innovative lectures through the use of images, active links, and audio-visual avenues. The content will address an entire program from development to teaching.

Putting Our Money Where Our Mouths Are: Penn State World Campus’ Staff-Funded Scholarship Program
Session 6, Room: Curacao 2, 10:35a.m. - 11:10a.m.
Heather Chakiris, Penn State World Campus
Abstract: The structure of distance education frequently puts learners at a disadvantage with financial aid and, as tuition costs increase learners often have to postpone their studies. This session will outline the steps taken by Penn State World Campus staff to establish a grassroots, staff-funded and -administered student scholarship program.

Redesigning The Telecourse For The Millennial Generation
Session 6, Room: Curacao 3, 9:50a.m. - 10:25a.m.
Erik Christensen, South Florida Community College
Patricia Manderville, South Florida Community College
Abstract: Traditionally telecourses have suffered high attrition and low student success due to student isolation and procrastination inherent with in the passive learning experience. This session will showcase the transformation of a traditional telecourse into an online active engagement learning teleweb environment at South Florida Community College.

Blended lab science courses: combining the best of online and traditional teaching methods
Session 6, Room: Curacao 3, 10:35a.m. - 11:10a.m.
Gail Krovitz, eCollege
Abstract: A blended learning structure is a good solution for natural science lab courses, as it takes advantage of the best online and on-campus teaching tools. This session will cover strategies for designing hybrid lab science courses that effectively utilize hands-on labs, as well as the flexibility of asynchronous online work.

Co-teaching a Medical Informatics Course Online: An International Collaboration
Session 6, Room: Curacao 4, 9:50a.m. - 10:25a.m.
Kadriye O. Lewis, Cincinnati Children's Hospital Medical Center
Abstract: In this technologically advanced age, much emphasis is put on collaboration in education at many levels. As a result faculty collaboration has grown dramatically. This presentation will introduce how two instructors from different countries (USA and Turkey) collaborated successfully in developing and teaching an online medical informatics course.

Supporting Postsecondary Learners with Disabilities in Online Environments
Session 6, Room: Curacao 4, 10:35a.m. - 11:10a.m.
Scott Grabinger, Univesity of Colorado at Denver
Abstract: How can we improve instruction for the 14% of postsecondary students with cognitive impair-ments taking online classes? Cognitive impairments affect attention, memory, metacognition, problem solving, and strategy selection. Based on a research study with online students, I recommend turning the locus of support for students with cognitive impairments 180°.

Anatomy and Physiology. It's Not Just On Campus Anymore!
Session 6, Room: Curacao 6, 9:50a.m. - 10:25a.m.
Laszlo Vass, At Home Science Inc.
Abstract: This presentation will allow participants to view and explore real home-based laboratory experiences in Anatomy and Physiology. Integration of the laboratories into online Anatomy and Physiology courses will be discussed and participants will be able to perform simple experiments from the kits developed by At Home Science Inc.

Who is really taking the e-exam? What can we do about it?
Session 6, Room: Curacao 6, 10:35a.m. - 11:10a.m.
Dr. Yair Levy, Nova Southeastern University - GSCIS
Michelle Ramim, Nova Southeastern University
Abstract: This presentation will discuss the growing concerns about cheating incidents in e-exams. It will propose a model to incorporate a random fingerprint biometric user authentication during exam taking in e-learning courses. This is an initial step towards a planned research.

Creating a collaborative faculty resource
Session 6, Room: Curacao 7, 9:50a.m. - 10:25a.m.
Wendy Pate, Stevens Instiute of Technology
Abstract: Stevens Institute of Technology conduct faculty colloquia to provide a venue where online faculty share pedagogical experiences and e-learning practices to improve student engagement, satisfaction and success in learning. Instructors present on topics relevant for upcoming semesters. Uniquely, each colloquium is held both on campus and over web conferencing, allowing all instructors to participate.

Impacts of Faculty Professional Development on Online Course Design in Community Colleges
Session 6, Room: Curacao 7, 10:35a.m. - 11:10a.m.
Peter Shapiro, SunGard Higher Education/Bergen Community College
Abstract: This presentation reviews the findings of a study in which community college faculty were surveyed about their views of professional development and its impact on the incorporation of basic instructional design standards, pedagogical best practices, student interaction and collaboration on their online course design.

Using Synchronous and Asynchronous Online Teaching Strategies for Graduate Nursing Courses
Session 6, Room: Curacao 8, 9:50a.m. - 10:25a.m.
Cecelia Grindel, Georgia State University
Glenn Hagerstrom, Georgia State University
Abstract: Many nursing faculty agree that the use of asynchronous online learning is appropriate for undergraduate students; however some are reluctant to adopt a fully online approach for graduate students. This presentation will illustrate the steps taken to incorporate both synchronous and asynchronous teaching strategies in graduate nursing courses.

Empowering and Retaining Online Adjunct Faculty: Steps to a Successful Mentoring Program
Session 6, Room: Curacao 8, 10:35a.m. - 11:10a.m.
Sheila Marks, South University
John Distler, South University
Abstract: It takes more than money to retain good online faculty. From orientation to first course and beyond: mentoring, quick response to questions, easy access to information and development opportunities help satisfy and retain faculty. This presentation outlines the successes we have had in Nursing at South University.

You Only Live Twice: Making the Most of Second Life in Education
Session 6, Room: Grand Sierra A, 9:50a.m. - 11:10a.m.
Kenneth Hartman, Drexel University Online
Kevin Jarrett, Walden University
Catherine Parsons, Dutchess County BOCES
Abstract: This session will demonstrate how Multiple User Virtual Environments or MUVE, (i.e., Second Life) can create powerful personal and psychological connection, requiring online students to work collaboratively, reflect quickly, respond intelligently, and communicate in purposeful ways. The result is a deeper learning experience revolutionizing traditional and distance educat