# bib

id: jotlt-34436
author: Olivey, Harold
title: Using Google Docs to Administer Synchronous Collaborative Assessments
date: 2022-12-21
pages: 4
extension: .pdf
mime: application/pdf
words: 2119
sentence: 105
flesch: 49
cache: cache/jotlt-34436.pdf
txt: txt/jotlt-34436.txt
summary:
  Assessment tools built into LMSs do not generally offer the same synchronous editing ability of Google Docs, nor do they allow the instructor to monitor student work in real time, making Google Docs a far better choice for collaborative assessment. These attributes, combined with its compatibility with devices nearly all students already own, make Google Suites a remarkably robust means for incorporating authentic collaborative assessments.


id: jotlt-3892
author: Chang, Ni; Watson, Bruce; Bakerson, Michelle A.; McGoron, Frank X
date: 2013-12-11
pages: 22
extension: .pdf
mime: application/pdf
words: 10180
sentence: 544
flesch: 57
cache: cache/jotlt-3892.pdf
txt: txt/jotlt-3892.txt
title:
  Undergraduate Students’ Perceptions of Electronic and Handwritten Feedback: A Follow-up Study across an Entire Midwestern University Campus

summary:
  Table 4. T-tests comparing accessibility factors for e-feedback feedback. Table 8. T-tests comparing legibility factors for e-feedback feedback.


id: jotlt-31437
author: Maher, Steffany Comfort; Zollman, Alan
title: Into the Unknown: Supervising Teacher Candidates During the 2020 COVID-19 Pandemic
date: 2021-04-09
pages: 6
extension: .pdf
mime: application/pdf
words: 3262
sentence: 177
flesch: 54
cache: cache/jotlt-31437.pdf
txt: txt/jotlt-31437.txt
summary:
  Without preparation, teacher candidates were to guide their middle and high school students through online learning. Keywords: teacher candidates, COVID-19 pandemic, teacher supervision, student teaching, clinical practice.


id: jotlt-3944
author: Gushrowski, Barbara Ann; Romito, Laura M.
title: Faculty perceptions of webcasting in health sciences education
date: 2014-06-10
pages: 18
extension: .pdf
mime: application/pdf
words: 7930
sentence: 424
flesch: 53
cache: cache/jotlt-3944.pdf
txt: txt/jotlt-3944.txt
summary:
  Student adoption and perception of lecture podcasts in undergraduate bachelor of science in nursing courses. Student use and opinions of these technologies have been frequently studied.


id: jotlt-3520
author: Steel, Gregory; Jones, Scott L.
title: Using virtual environments for synchronous online courses
date: 2013-07-02
pages: 6
extension: .pdf
mime: application/pdf
words: 2271
sentence: 121
flesch: 52
cache: cache/jotlt-3520.pdf
txt: txt/jotlt-3520.txt
summary:
  Virtual online environments offer a potential tool for supplying rich, synchronous online communication that comes close to mimicking the traditional classroom environment. While online virtual environments can simulate much of the traditional classroom environment, they benefit by being supplemented by other online tools, such as traditional course management systems, as well as social media such as Facebook, Twitter, and YouTube.


id: jotlt-3364
author: Davis, Andrea M.; Rowe, Desiree D.
title: Digital discourses: Implementing technology in the public speaking classroom
date: 2013-07-02
pages: 4
extension: .pdf
mime: application/pdf
words: 1766
sentence: 110
flesch: 55
cache: cache/jotlt-3364.pdf
txt: txt/jotlt-3364.txt
summary:
  In redesigning the public speaking course, we incorporated tools students already used as well as new tools to reinvent the traditional three speech model of public speaking. jotlt.indiana.edu 74 students used Twitter outside of class to ask questions of the instructor and other students; this was not mandatory and not all students participated.


id: jotlt-3651
author: Yang, Hanna; Scharff, Lauren F.V.
title: Improving Oral Presentations: Inserting Subtitles in Videos for Targeted Feedback
date: 2013-07-01
pages: 14
extension: .pdf
mime: application/pdf
words: 7502
sentence: 294
flesch: 48
cache: cache/jotlt-3651.pdf
txt: txt/jotlt-3651.txt
summary:
  This project was designed to evaluate the impact of interjected video feedback on the development of students’ oral presentation skills and on student attitudes about the value of oral presentation feedback. However, as we considered our own incorporation of videotaping student oral presentations, we realized that even the above-published “successes” had shortcomings.


id: jotlt-34352
author: Hemmerich, Abby; Hoepner, Jerry
title: Using Video Simulations for Assessing Clinical Skills in Speech-Language Pathology Students
date: 2022-12-21
pages: 5
extension: .pdf
mime: application/pdf
words: 2053
sentence: 95
flesch: 38
cache: cache/jotlt-34352.pdf
txt: txt/jotlt-34352.txt
summary:
  The multi-part assignment provided more opportunities for formative feedback regarding clinical skills employed in assessment and intervention. First, the oral mechanism exam and speech testing students perform is relatively standardized; we are building skills in systematic data collection, ensuring the quality of their data for interpretation.


id: jotlt-31412
author: Law-Penrose, Jared
title: Reducing Uncertainty and Podcasting Engagement: An HR Classroom Response to COVID-19
date: 2021-04-09
pages: 8
extension: .pdf
mime: application/pdf
words: 4715
sentence: 228
flesch: 46
cache: cache/jotlt-31412.pdf
txt: txt/jotlt-31412.txt
summary:
  Since I first modeled the behavior as the instructor and then introduced new students to one another, students from both classes began to show a collective interest in the experiences of one another. I start with a description of the way in which COVID-19 has impacted not only the course content, but also the pedagogical approach I use to engage students across my classes.


id: jotlt-3094
author: Hensley, Gordon
title: How to Design and Teach a Hybrid Course
date: 2013-01-22
pages: 2
extension: .pdf
mime: application/pdf
words: 770
sentence: 36
flesch: 47
cache: cache/jotlt-3094.pdf
txt: txt/jotlt-3094.txt
summary:
  Caulfield concludes with actual interview data from hybrid course students and teachers, which is a clever way to investigate both sides of the hybrid experience. Jay Caulfield defines hybrid courses as ones where not only is face time replaced to varying degrees by online learning, but also by experiential learning that takes place in the community or within an organization with or without the presence of a teacher; and as a pedagogy that places the primary responsibility of learning on the learner, with the teacher’s primary role being to create opportunities and environments that foster independent and collaborative student learning.


id: jotlt-34458
author: Scherzinger, Lamia Nuseibeh
title: Creating Authentic Assessments Through Controversy
date: 2022-12-21
pages: 2
extension: .pdf
mime: application/pdf
words: 1276
sentence: 48
flesch: 52
cache: cache/jotlt-34458.pdf
txt: txt/jotlt-34458.txt
summary:
  Another example of this, and one where I address the obsession many students have with acquiring much of their health and fitness knowledge from social media, is to approach our diet- obsessed culture with science. Finally, students have the option to reply via a regular discussion post or to record their response and replies to each other, allowing them to have more of Scherzinger Journal of Teaching and Learning with Technology, Vol. 11, Special Issue, jotlt.indiana.edu a “conversation” than just a typed discussion.


id: jotlt-3367
author: Kanwar, Shradha
title: Book Review: The Online Teaching Survival Guide: Simple and Practical Pedagogical Tips
date: 2013-07-02
pages: 4
extension: .pdf
mime: application/pdf
words: 1703
sentence: 78
flesch: 43
cache: cache/jotlt-3367.pdf
txt: txt/jotlt-3367.txt
summary:
  The component dealing with “How are online courses unique?” sets the foundation for various facets of online teaching, which stand out as very important references for constructing the course. The chapter is focused on creating and continuously improving online courses and there is a constant emphasis on the unique style and orientation needed for an online course plan.


id: jotlt-3893
author: Coffin, Donald A
title: MOOCs and me
date: 2013-12-11
pages: 4
extension: .pdf
mime: application/pdf
words: 2163
sentence: 83
flesch: 59
cache: cache/jotlt-3893.pdf
txt: txt/jotlt-3893.txt
summary:
  My judgment is that the course content is similar to what would be provided in a campus—based course, either in-class or on-line. According to an end-of course communication from the instructor, 28,922 people enrolled.


id: jotlt-31580
author: Winters, Tara
title: Emergency Remote Studio Teaching: Notes from the Field
date: 2021-04-09
pages: 10
extension: .pdf
mime: application/pdf
words: 5500
sentence: 284
flesch: 47
cache: cache/jotlt-31580.pdf
txt: txt/jotlt-31580.txt
summary:
  From their detailed analysis of social engagement in online design pedagogies, the authors concluded that “social learning mechanisms represent one of the oldest and most natural pedagogies, and online studios, one of the newest forms of human interaction, offer novel opportunities in which such learning can take place” (p. 22). In online studio environments, social interaction and peer learning are things that are actively constructed and sought by students depending on the usefulness of this experience as perceived by students: In the absence of immediate “expert” feedback in the studio, students make use of (and develop) their own expertise through their prior knowledge, the guidance and cues provided by the module material and prior engagement with tutors outside the studio.


id: jotlt-3194
author: Meretsky, Vicky J.
title: Anonymous online student surveys anywhere
date: 2013-07-02
pages: 3
extension: .pdf
mime: application/pdf
words: 1304
sentence: 57
flesch: 53
cache: cache/jotlt-3194.pdf
txt: txt/jotlt-3194.txt
summary:
  Instructors who have not previously written survey questions may want to consult some basic reference material on survey design but I find my information needs are usually fairly clear-cut, which simplifies question construction. Clickers and other instant-feedback devices could also supply this kind of range- of-reaction information, but they are not in wide use, whereas online surveys are freely available wherever Internet access is available.


id: jotlt-31542
author: Wasmer, Scott A
date: 2021-04-09
pages: 8
extension: .pdf
mime: application/pdf
words: 5380
sentence: 322
flesch: 66
cache: cache/jotlt-31542.pdf
txt: txt/jotlt-31542.txt
title:
  COVID-19 Attitude Correction: Rather than crash in the crisis, the author corrected attitude and began to fly

summary:
  Though this was initially a concern, students have benefitted through increased student–teacher contact and learning opportunity during these activities. Surprisingly, many students make three to four replies weekly, though only two are required.


id: jotlt-3294
author: Dietz-Uhler, Beth; Hurn, Janet
title: Strategies for engagement in online courses
date: 2013-07-02
pages: 4
extension: .pdf
mime: application/pdf
words: 1828
sentence: 106
flesch: 57
cache: cache/jotlt-3294.pdf
txt: txt/jotlt-3294.txt
summary:
  62 - 65. Strategies for engagement in online courses: Engaging with the content, instructor, and other students Beth Dietz-Uhler1 and Janet E. Hurn2 Framework In recent years, there has been an increasing focus on student engagement (e.g., Pike & Kuh, 2009; Porter, 2009). There are three primary mechanisms we use to encourage student engagement with other students.


id: jotlt-2041
author: Joyner, Fredricka
date: 2012-06-28
extension: .pdf
mime: text/html
words: 9
sentence: 1
flesch: 0
summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
cache: cache/jotlt-2041.pdf
txt: txt/jotlt-2041.txt
title:
  Increasing student interaction and the development of critical thinking in asynchronous threaded discussions


id: jotlt-2042
author: Hanna, Kathleen J.; Yearwood, David
title: The Impact of Technology on Student Perceptions of Instructor Comments
date: 2012-06-28
pages: 11
extension: .pdf
mime: application/pdf
words: 5173
sentence: 261
flesch: 55
cache: cache/jotlt-2042.pdf
txt: txt/jotlt-2042.txt
summary:
  However, before any changes to student comments can be addressed it may be necessary to examine the nature of the relationship between technology used in instructor comments and students’ perceptions of those comments. Comment tones explored in this research included resigned, encouraging, positive, negative, impartial, and hostile tones, as well as comments that sounded like orders, instructions, suggestions, and questions, respectively.


id: jotlt-31409
author: Cahill, Jacqueline L.; Kripchak, Kristopher J.; McAlpine, Gaylon L.
title: Residence to Online: Collaboration During the Pandemic
date: 2021-04-09
pages: 8
extension: .pdf
mime: application/pdf
words: 4396
sentence: 153
flesch: 39
cache: cache/jotlt-31409.pdf
txt: txt/jotlt-31409.txt
summary:
  From the eSchool, these included course directors (i.e., subject matter experts)—who were responsible for eSchool courses that addressed similar outcomes and covered similar materials as the course remaining for ACSC resident faculty to deliver—a curriculum designer, learning management system (LMS) administrators, and leadership. Just as with ACSC, the eSchool assisted SOS in developing a plan and preparing their instructors to facilitate eSchool courses.


id: jotlt-2043
title: Electronic feedback or handwritten feedback: What do undergraduate students prefer and why?
date: 2012-06-28
pages: 23
extension: .pdf
mime: application/pdf
words: 10567
sentence: 570
flesch: 58
cache: cache/jotlt-2043.pdf
txt: txt/jotlt-2043.txt
author:
  Chang, Ni; Watson, A. Bruce; Bakerson, Michelle A.; Williams, Emily E.; McGoron, Frank X.; Spitzer, Bruce

summary:
  Nonetheless, the study provides preliminary insights into the preference of the form of feedback undergraduate students preferred and an explanation of why. Yet, when it comes to handwritten feedback delivered in person and typed feedback delivered electronically to students, faculty may not know what undergraduate students prefer and reasons behind their preferences.


id: jotlt-2046
author: Morrone, Michael
title: Storyboarding with PowerPoint to bring cases, case problems, and course content to life
date: 2012-06-28
pages: 2
extension: .pdf
mime: application/pdf
words: 527
sentence: 26
flesch: 56
cache: cache/jotlt-2046.pdf
txt: txt/jotlt-2046.txt
summary:
  Storyboarding with PowerPoint to bring cases, case problems, and course content to life Michael Morrone1 Keywords: PowerPoint, engagement, case studies, storyboard Framework This approach to case/course delivery can easily be replicated for other cases and classes in other disciplines.


id: jotlt-2044
author: Abernethy, Michael
title: Reducing ‘Death by PowerPoint’
date: 2012-06-28
pages: 1
extension: .pdf
mime: application/pdf
words: 315
sentence: 14
flesch: 48
cache: cache/jotlt-2044.pdf
txt: txt/jotlt-2044.txt
summary:
  When PowerPoint presentations take precedence over lecture material, students lose interest and feel that they are being read to, not taught. Future Implications Outcomes/Assessment: Outcome: Increase student engagement and student-teacher interaction Assessment: Assessment may be achieved by comparing tests/quiz results before and after changes to the use of PowerPoint Hybrid/Online contexts: When PowerPoint presentations are posted online for students but won’t be discussed in person, replace the “Discussion” slide with a “Questions” slide.


id: jotlt-2126
author: Schroeder, Noah L; Adesope, Olusola O
title: A Case for the use of Pedagogical Agents in Online Learning Environments
date: 2013-01-14
pages: 5
extension: .pdf
mime: application/pdf
words: 1777
sentence: 124
flesch: 50
cache: cache/jotlt-2126.pdf
txt: txt/jotlt-2126.txt
summary:
  Two of these tools include intelligent tutoring systems (Graesser et al., 2004; Ma, Adesope, & Nesbit, 2011; VanLehn, 2011) and pedagogical agents (Mayer & DaPra, 2012; Moreno, Mayer, Spires, & Lester, 2001). In this paper we discuss pedagogical agents, which are visible characters in multimedia learning environments designed to facilitate learning (Moreno, 2005; Schroeder, Adesope, & Barouch Gilbert, 2012).


id: jotlt-2094
author: Jones, Scott
title: Using Short Video Tutorials
date: 2012-09-11
pages: 3
extension: .pdf
mime: application/pdf
words: 1148
sentence: 53
flesch: 54
cache: cache/jotlt-2094.pdf
txt: txt/jotlt-2094.txt
summary:
  Regardless of whether the courses are taught in a traditional or hybrid format, these courses require demonstrations on how to perform various actions with software or with code, and the screencast software easily captures such video and audio of the demonstrations and makes it available for replay. However, screencast software has other uses within a course, including video tutorials.


id: jotlt-2047
author: Wohlfarth, DeDe; Mitchell, Nathanael
title: Record Your Way to Shorter Grading
date: 2012-06-28
pages: 2
extension: .pdf
mime: application/pdf
words: 812
sentence: 27
flesch: 47
cache: cache/jotlt-2047.pdf
txt: txt/jotlt-2047.txt
summary:
  While the use of the video camera is an easy tool for creating and sharing videos, it is not required for the creation of student video role play or instructor video feedback. Furthermore, instructors can use their own camera to record video formative feedback while watching student videos, allowing for copious amounts of useful feedback created in about half of the time it would take to write the same feedback.


id: jotlt-21671
author: Miller, A.
date: 2018-06-06
extension: .pdf
mime: text/html
words: 9
sentence: 1
flesch: 0
summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
cache: cache/jotlt-21671.pdf
txt: txt/jotlt-21671.txt
title:
  Classroom-Produced Journals: Integrating Undergraduate Research into the Curriculum and Publishing Scholarship through the Institutional Repository


id: jotlt-22367
author: Pollak, Micah
title: Designing and Managing Engaging Discussions in Online Courses
date: 2017-02-02
pages: 5
extension: .pdf
mime: application/pdf
words: 2154
sentence: 109
flesch: 51
cache: cache/jotlt-22367.pdf
txt: txt/jotlt-22367.txt
summary:
  Keywords: teaching, online, discussions To design effective and engaging discussion questions is not easy. This approach assists with creating discussion questions that are likely to promote discussion and to be more engaging for students.


id: jotlt-34595
author: Evans, Nancy
title: Microsoft Teams Supports Authentic Assessment of Learning
date: 2022-12-21
pages: 14
extension: .pdf
mime: application/pdf
words: 7882
sentence: 395
flesch: 54
cache: cache/jotlt-34595.pdf
txt: txt/jotlt-34595.txt
summary:
  In the past I have used Zoom as the platform for student team meetings. Keywords: Microsoft Teams, Authentic Assessment, Student teams Teaching with technology has always been a part of my teaching life.


id: jotlt-3701
author: Upson-Saia, Kristi; Scott, Suzanne
title: Using iAnnotate to enhance feedback on written work
date: 2013-12-11
pages: 17
extension: .pdf
mime: application/pdf
words: 8200
sentence: 365
flesch: 52
cache: cache/jotlt-3701.pdf
txt: txt/jotlt-3701.txt
summary:
  Strategies for using feedback students bring to higher education. We simply created stamps for our commonly used comments, such as: “you need to make your reasoning more explicit,” “good, careful reasoning,” “nice use of evidence,” “you need to interpret/analyze your evidence,” “clarify the point of this paragraph,” “nice                                                                                                                           6 While our focus has been exclusively on using iAnnotate to write comments on student papers, the application has been widely adopted in academic iPad pilot programs at Stanford University, Massachusetts Institute of Technology, and the University of Michigan, among others.


id: jotlt-3084
author: Diemer, Timothy T.; Fernandez, Eugenia; Streepey, Jefferson W.
title: Student Perceptions of Classroom Engagement and Learning using iPads
date: 2013-01-14
pages: 13
extension: .pdf
mime: application/pdf
words: 5348
sentence: 303
flesch: 52
cache: cache/jotlt-3084.pdf
txt: txt/jotlt-3084.txt
summary:
  Student engagement and student learning: pp. 13 – 25. Student Perceptions of Classroom Engagement and Learning using iPads Timothy T. Diemer1, Eugenia Fernandez2, and Jefferson W. Streepey3 Abstract: Many colleges and universities have launched iPad initiatives in an effort to enhance student learning.


id: jotlt-3093
author: Finley, Diane L
title: Using Quality Matters
date: 2013-01-22
pages: 3
extension: .pdf
mime: application/pdf
words: 1697
sentence: 103
flesch: 59
cache: cache/jotlt-3093.pdf
txt: txt/jotlt-3093.txt
summary:
  Linking online course design and implementation to learning outcomes: A design experiment. Subscribers include educational institutions of all levels as well as publishers of online courses.


id: jotlt-34594
author: Raynault, Audrey; Heilporn , Géraldine ; Mascarenhas , Alice ; Denis , Constance
title: Teaching Experiences of E-Authentic Assessment: Lessons Learned in Higher Education
date: 2022-12-21
pages: 15
extension: .pdf
mime: application/pdf
words: 8437
sentence: 394
flesch: 41
cache: cache/jotlt-34594.pdf
txt: txt/jotlt-34594.txt
summary:
  The assessment tasks approximate those that students will face in their future careers, but they also promote student learning and mastery of higher order skills. Two-stage exams improve student learning in an introductory geology course: Logistics, attendance, and grades.


id: jotlt-4003
author: Gibson, Karen M.
title: Fostering collaboration and learning in asynchronous online environments
date: 2013-12-11
pages: 19
extension: .pdf
mime: application/pdf
words: 9109
sentence: 524
flesch: 49
cache: cache/jotlt-4003.pdf
txt: txt/jotlt-4003.txt
summary:
  Unlike the findings in many online discussion studies, low participation was not a factor. Roles as structuring tool in online discussion groups: The differential impact of different roles on social knowledge construction.


id: jotlt-2156
author: Vaughan, Norman
title: Blended learning: Across the disciplines, across the academy
date: 2012-12-10
pages: 3
extension: .pdf
mime: application/pdf
words: 1520
sentence: 84
flesch: 58
cache: cache/jotlt-2156.pdf
txt: txt/jotlt-2156.txt
summary:
  They introduce the concept of layering the content of courses to appropriately sequence material for beginning and experienced learners, and to ensure that students see both the online and the face-to-face components as being equal in value and devote equal effort to both modalities. The introductory chapter of this book does an excellent job of setting the stage for the five case studies by clearly defining blended learning as “courses [that] employ active learning strategies through the use of a variety of pedagogical approaches (p.3) . . .


id: jotlt-13720
author: Watwood, Britt
title: Book Review - Minds Online
date: 2015-12-30
pages: 4
extension: .pdf
mime: application/pdf
words: 1673
sentence: 98
flesch: 55
cache: cache/jotlt-13720.pdf
txt: txt/jotlt-13720.txt
summary:
  In designing online learning opportunities, one should integrate metacognitive activities with learning activities. Is online learning here to stay?


id: jotlt-31444
title: jotlt-31444
date: 2021-04-09
pages: 13
extension: .htm
mime: application/pdf
words: 7877
sentence: 322
flesch: 45
cache: cache/jotlt-31444.htm
txt: txt/jotlt-31444.txt
summary:
  For many faculty, challenges from the spring 2020 semester persisted into the fall: Many students came to class with their videos off and disengaged from the session; electronic resources and consistent accessibility to reliable internet connections were not available for all students; fair and academically honest assessment remained a vexing problem, especially in large classes; instructors continued to struggle to keep their students’ attention during lectures. In this reflective piece, we explore these three themes arising from faculty reflections—content delivery, assessment of student learning, and the faculty–student relationship— through the lens of faculty identity (Abu-Alruz & Khasawneh, 2013; Van Lankveld, Schoonenboom, Volman, Croiset, & Beishuizen, 2017).


id: jotlt-3248
author: Shapiro, Amy; Gordon, Leamarie
date: 2013-07-01
pages: 16
extension: .pdf
mime: application/pdf
words: 7901
sentence: 427
flesch: 53
cache: cache/jotlt-3248.pdf
txt: txt/jotlt-3248.txt
title:
  Classroom Clickers Offer More than Repetition: Converging Evidence for the Testing Effect and Confirmatory Feedback in Clicker-Assisted Learning

summary:
  Because the spacing effect is a robust phenomenon that occurs when repetition is used to enhance memory, we proposed that spacing lecture content and clicker questions would improve retention if repetition is the root of clicker-enhanced memory. Writing clicker questions and integrating them with class lectures does require a modest time investment.


id: jotlt-2040
author: Jones, Brett D.; Monahan Watson, Joan; Rakes, Lee; Akalin, Sehmuz
date: 2012-06-28
pages: 17
extension: .pdf
mime: application/pdf
words: 8329
sentence: 360
flesch: 53
cache: cache/jotlt-2040.pdf
txt: txt/jotlt-2040.txt
title:
  Factors that impact students’ motivation in an online course: Using the MUSIC model of academic motivation

summary:
  jotlt.indiana.edu 55 heightened in these face-to-face sessions through the enthusiasm of the teacher and her ability to provide immediate, personal examples of the content in light of student questions and experiences. This study includes some of Newman, Ridenour, Newman, and DeMarco’s (2003) goals for conducting research, such as: understanding a complex phenomena (i.e., how course characteristics affect student motivation), adding to the knowledge base in the areas of motivation and the scholarship of teaching and learning, and informing constituencies (e.g., educators, instructional designers) of the findings.


id: jotlt-13002
author: Stover, Sheri; Noel, Dan; McNutt, Mindy; Heilmann, Sharon G.
title: Revisiting Use of Real-Time Polling for Learning Transfer
date: 2015-06-30
pages: 21
extension: .pdf
mime: application/pdf
words: 9704
sentence: 517
flesch: 59
cache: cache/jotlt-13002.pdf
txt: txt/jotlt-13002.txt
summary:
  2) I like seeing the results pop up on the screen and the discussions afterword. 3) I think real time polling helps me to speak in class because it can [help me to] feel comfortable about what I say if I see that others would agree. Ninety three percent of students indicated on the survey they felt that using real time polling could benefit their professional life and ninety- two percent indicated that it would be a marketable skill that could be help differentiate them.


# url

id: jotlt-31580
domain: www.artnews.com
url:
  https://www.artnews.com/art-in-america/features/teaching-art-online-covid-19-professorsstrategies-1202684147


id: jotlt-31580
domain: er.educause.edu
url:
  https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remoteteaching-and-online-learning


id: jotlt-31580
domain: www.artnews.com
url:
  https://www.artnews.com/art-in-america/features/teaching-art-online-covid-19-professors-strategies-1202684147


id: jotlt-31580
domain: er.educause.edu
url:
  https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning


id: jotlt-31580
domain: www.unsworks.unsw.edu.au
url:
  https://www.unsworks.unsw.edu.au/primoexplore/fulldisplay?vid=unsworks&docid=unsworks_2062&context=l


id: jotlt-3893
domain: chronicle.com
url:
  http://chronicle.com/blognetwork/tenuredradical/2013/07/f-is-for-failure-or-dont-invest-your-pension-in-moocs-yet


id: jotlt-3893
domain: www.slate.com
url:
  http://www.slate.com/blogs/future_tense/2013/07/19/san_jose_state_suspends_udacity_online_classes_after_students_fail_final


id: jotlt-31412
domain: www.billboard.com
url:
  https://www.billboard.com/articles/business/8516818/ipsos-studypodcastlistening-audio-millennials-gen-z-radio


id: jotlt-31412
domain: www.bls.gov
url:
  https://www.bls.gov/opub/ted/2020/unemployment-rate-rises-to-record-high-14-point-7-%20percent-in-april-2020.htm


id: jotlt-31412
domain: www.researchgate.net
url:
  http://www.billboard.com/articles/business/8516818/ipsos-study-podcasthttp://www.billboard.com/articles/business/8516818/ipsos-study-podcasthttp://www.researchgate.net/publication/256980929_gardner_d._g.__cummings_l._l._(1988)._activation_theory_and_task_design_review_and_reconceptualization._in_b._m._staw_and_l._l._cummings_(eds.)_research_in_organizational_behavior_(vol._10)._greenwich_ct_jai_press_inc?enrichid=rgreq-b07c7b9e-13e0-4de0-bcff-a09c8fb77f5b&enrichsource=y292zxjqywdlozi1njk4mdkyottbuzo5otg5odaznjg1mdcwnuaxndawodi4otu2ode4&el=1_x_2


id: jotlt-31412
domain: www.researchgate.net
url:
  http://www.researchgate.net/publication/256980929_gardner_d._g.__cummings_l._l._(1988)._activation_theory_and_task_design_review_and_reconceptualization._in_b._m._staw_and_l._l._cummings_(eds.)_research_in_organizational_behavior_(vol._10)._greenwich_ct_jai_press_inc?enrichid=rgreq-b07c7b9e-13e0-4de0-bcff-a09c8fb77f5b&enrichsource=y292zxjqywdlozi1njk4mdkyottbuzo5otg5odaznjg1mdcwnuaxndawodi4otu2ode4&el=1_x_2


id: jotlt-31412
domain: www.fastcompany.com
url:
  https://www.fastcompany.com/40563318/applespodcasts-justtopped-50billion-alltime-downloads-and-streams


id: jotlt-31412
domain: www.prnewswire.com
url:
  https://www.prnewswire.com/news-releases/americans-listening-topodcasts-at-workmore-than-doubles-from-2018-300815494.html


id: jotlt-2043
domain: onlinelibrary.wiley.com
url:
  http://onlinelibrary.wiley.com/store/10.1111/j.13652923.2007.02768.x/asset/j.13652923.2007.02768.x.pdf?v=1&t=h1dxgkhr&s=98da8e0463e211288733384af16aa4a5be4c643a


id: jotlt-34595
domain: aejmc.us
url:
  https://aejmc.us/jpre/2017/05/24/from-divide-and-conquer-to-dynamic-teamwork-a-newapproach-to-teaching-public-relations-campaigns


id: jotlt-34595
domain: www.microsoft.com
url:
  https://www.microsoft.com/en-us/microsoft-365/blog/2019/04/23/quantifying-valuecollaboration-microsoft-teams


id: jotlt-31444
domain: www.insidehighered.com
url:
  https://www.insidehighered.com/views/2020/09/02/lecturing-disadvantagesunderrepresented-minority-and-low-income-students-opinion#.yejcpo_lwjw.link


id: jotlt-31444
domain: www.insidehighered.com
url:
  https://www.insidehighered.com/views/2020/09/02/lecturing-disadvantages-underrepresented-minority-and-low-income-students-opinion#.yejcpo_lwjw.link


# ent

id: jotlt-34436
sid: 106
eid: 2
type: PRODUCT
entity:
  https://doi.org/10.1093/femsle/fnv191 https://doi.org/10.1093/femsle/fnv191 https://doi.org/10.1021/ed200708p


id: jotlt-31412
sid: 204
eid: 1
type: GPE
entity:
  https://www.billboard.com/articles/business/8516818/ipsos-studypodcastlistening-audio-millennials-gen-z-radio frishammar


id: jotlt-31412
sid: 231
eid: 1
type: PERSON
entity:
  https://www.fastcompany.com/40563318/applespodcasts-justtopped-50billion-alltime-downloads-and-streams moravec


id: jotlt-31412
sid: 237
eid: 1
type: FAC
entity:
  https://www.prnewswire.com/news-releases/americans-listening-topodcasts-at-workmore-than-doubles-from-2018-300815494.html 372


id: jotlt-31409
sid: 154
eid: 1
type: GPE
entity:
  https://eric.ed.gov/?id=ej1162424 https://doi.org/10.1080/87567555.2018.1463505 https://doi.org/10.1080/87567555.2018.1463505


id: jotlt-31580
sid: 271
eid: 2
type: EVENT
entity:
  https://www.artnews.com/art-in-america/features/teaching-art-online-covid-19-professors-strategies-1202684147/ https://www.artnews.com/art-in-america/features/teaching-art-online-covid-19-professors-strategies-1202684147/ https://doi.org/10.4135/9781446201091.n11 https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning https://doi.org/10.1017/cbo9780511815355 https://www.unsworks.unsw.edu.au/primoexplore/fulldisplay?vid=unsworks&docid=unsworks_2062&context=l https://www.unsworks.unsw.edu.au/primoexplore/fulldisplay?vid=unsworks&docid=unsworks_2062&context=l https://doi.org/10.19173/irrodl.v13i2.1161 https://ebookcentral.proquest.com/


id: jotlt-3651
sid: 294
eid: 1
type: PERSON
entity:
  http://epress.lib.uts.edu.au/research/bitstream/handle/10453/6323/2003002119.pdf?sequence=1 savoldelli


id: jotlt-2043
sid: 552
eid: 1
type: PERSON
entity:
  http://onlinelibrary.wiley.com/store/10.1111/j.13652923.2007.02768.x/asset/j.13652923.2007.02768.x.pdf?v=1&t=h1dxgkhr&s=98da8e0463e211288733384af16aa4a5be4c643a stevenson


id: jotlt-34595
sid: 358
eid: 1
type: PERSON
entity:
  https://aejmc.us/jpre/2017/05/24/from-divide-and-conquer-to-dynamic-teamwork-a-newapproach-to-teaching-public-relations-campaigns/


id: jotlt-34594
sid: 3
eid: 3
type: ORG
entity:
  géraldine heilporn université laval alice mascarenhas université de sherbrooke constance denis université de sherbrooke


# pos

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sid: 14
tid: 50
pos: SPACE
token:
                                                                                                                            

lemma:
                                                                                                                            


id: jotlt-3364
sid: 19
tid: 12
pos: SPACE
token:
                                                                                                                  

lemma:
                                                                                                                  


id: jotlt-3893
sid: 71
tid: 56
pos: PROPN
token:
  http://chronicle.com/blognetwork/tenuredradical/2013/07/f-is-for-failure-or-dont-invest-your-pension-in-moocs-yet/

lemma:
  http://chronicle.com/blognetwork/tenuredradical/2013/07/f-is-for-failure-or-dont-invest-your-pension-in-moocs-yet/


id: jotlt-31580
sid: 217
tid: 3
pos: PROPN
token:
  https://www.artnews.com/art-in-america/features/teaching-art-online-covid-19-professorsstrategies-1202684147/

lemma:
  https://www.artnews.com/art-in-america/features/teaching-art-online-covid-19-professorsstrategies-1202684147/


id: jotlt-31580
sid: 234
tid: 3
pos: VERB
token:
  https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remoteteaching-and-online-learning

lemma:
  https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remoteteaching-and-online-learne


id: jotlt-31580
sid: 271
tid: 5
pos: PROPN
token:
  https://www.artnews.com/art-in-america/features/teaching-art-online-covid-19-professors-strategies-1202684147/

lemma:
  https://www.artnews.com/art-in-america/features/teaching-art-online-covid-19-professors-strategies-1202684147/


id: jotlt-31580
sid: 271
tid: 8
pos: VERB
token:
  https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning

lemma:
  https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learne


id: jotlt-34595
sid: 389
tid: 1
pos: NOUN
token:
  https://www.microsoft.com/en-us/microsoft-365/blog/2019/04/23/quantifying-valuecollaboration-microsoft-teams/

lemma:
  https://www.microsoft.com/en-us/microsoft-365/blog/2019/04/23/quantifying-valuecollaboration-microsoft-teams/


