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Crystal structures of mono- and di-2-bromoimidazolium salts of bromide, hexafluorophosphate, or double salts of the two, have indicated a tendency for disorder in the absence of the bromide anion as a halogen bond acceptor.

While many academic conferences are transitioning to online events, this article aims to share several strategies used by the organizers of a well-established online-only conference. The Teaching, Colleges, and Community (TCC) Worldwide Online Conference recently celebrated its 25th anniversary. After a brief review of TCC’s history, four strategies that organizers have identified as helping conference goers feel oriented, welcomed, connected and engaged are described. These strategies include offering a “pre-conference” orientation, including regional keynote speakers, creating opportunities for informal exchange, and encouraging participation with digital credentials.

In this study, course materials, mainly in the form of PDF files, were uploaded to the Moodle learning management system and face-to-face lessons were conducted. Student clickstreams of the course materials and the results of quizzes were accumulated. The quizzes, which used a 5-alternative format, were prepared from the course materials. Data from the course material clickstreams and the results of the quizzes were analyzed from an educational data mining and learning analytics perspective. A scatter chart and heat map were created to classify students into four groups based on deviations from the average value of clickstreams and quiz scores. The groups were composed of (1) those with high clickstream and high quiz scores, (2) those with low clickstream but high quiz scores, (3) those with low clickstream and low quiz scores, and (4) those with high clickstream but low quiz scores. It is shown that creating a heat map based on an analysis of the results of 13 quizzes and student clickstreams can provide an early indication of student engagement and can be used to signal the need for a corrective intervention in the case of disengaged students.

This case study suggests that the process of designing and facilitating hybrid courses in the island community of American Samoa required continuous negotiation with respect to the pace of instruction and the acculturation to online learning. The need for gentle transitions, such as constructing the face-to-face community before rushing into the online community, was apparent for instructors and students. Without honoring the local community, and making time for its renewal on a regular basis, the online community would be difficult, if not impossible, to sustain.

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

Many K-12 schools in the United States are now taking advantage of the ubiquitous presence of technology and deploying mobile devices in classrooms. Compounded with the necessity to meet the needs of today's students, who are growing and learning in the 21st century, teachers now face unique challenges and opportunities in adjusting their teaching in such a rapid changing time. Nevertheless, there has been very little research to date investigating the impact of mobile learning on teachers compared to that on students. The primary purpose of this pilot study is to examine changes in teachers' attitude, beliefs, and perceptions on teaching, learning, and mobile technology. Ten teachers completed four research tasks that facilitated them in gaining knowledge about mobile devices and mobile applications. Retrospective data indicated a positive shift in participating teachers' attitudes, beliefs, and perceptions during the research period. The findings of this study shed light on the current state of mobile learning in participating schools and provided insights into recommendations for future implementation. The current status of the second part of our mobile learning research project will also be shared.

Delivering instruction at a distance over television presents many of the challenges one encounters in a traditional classroom, as well as some that may be unique to the medium. This article describes some considerations for designing instruction for interactive television and discusses strategies for teaching using it. The development of a course for distant learners begins with a systematic approach to designing instruction that consists of four phases: design, develop, evaluate and revise. Instructional activities are sequenced within each lesson to benefit the distant student. A successful televised lesson capitalizes on the use of visuals to maintain interest and to illustrate key concepts and relationships. An effective lesson also uses appropriate interactive techniques to actively involve students in the learning process.

Distance Learning – Enrichment (DL-E) provides the potential for any educator to make their classroom a global village. This chapter will trace the history, development and actual examples of DL-E in action in Hawaii and the Pacific/Asian region. Basic information that contrasts DL-E from traditional distance learning programs is presented. Definition and examples of the concept are provided using experiences in the Pacific region. To encourage broader use of DL-E a section on alternative modes and techniques is presented along with references and entries in the glossary of terms.