Here is where you should put the citations and annotations for the ten articles you will find about one or more topics in online learning and teaching. Guidelines include

• Use APA standards for the citations
• Follow each citation with your name in parentheses so that I know who contributed
• Then put a one-sentence (two sentences at the most)
• Try to keep them in alphabetical order by first auther
• Try not to get fancy with formatting (use Edit.... Paste and March Style when possible)
• Don't forget the deadlines for this!

 

Articles go below this line.

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Aragon, S.R. & Johnson, E.S. (2008). Factors influencing completion and noncompletion of community college online courses.  American Journal of Distance Education, 3(22), 146-158.

This article studies completion and non-completion of community college online courses by considering differences in demographics, enrollment, academic characteristics and self-directed learning characteristics of students.  For students who did not complete the courses, it gathered some self-reported data on their reasons. (CRETSINGER)

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Archambault, L., Kennedy, K., & Freidhoff, J. R. (2016). Accountability for Students in K-12 Online Learning: Perspectives from Michigan Stakeholders and Beyond. Online Learning, 20(3), 126-139.

A study looking into the accountability for K-12 students enrolled in online programs in Michigan when the student chooses to take a course offered by an outside institution (for example another district).  The discussion approaches the topic of evaluation of online teachers; the mandate in Michigan is for on-site mentors to support the online student during the course.          STATLER  

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Ashton, J. (2014). Barriers to Implementing STEM in K-12 Virtual Programs. Distance Learning, 11(1), 51-57.

STEM (Science, Technology, Engineering, and Mathematics) courses, often include knowledge gathering lecture followed by a hands-on implementation of the concepts presented in the lecture.  Searching for methods of quality and meaningful transition of this historically presented brick-and-mortar style course into a virtual course, Ashton looks into barriers that prevent successful transitions of face-to-face STEM courses to virtual lessons.  A successful online STEM program needs an effective and efficient online course design.

STATLER 

 

Barnett, Elisabeth A. 2011. “Validation Experiences and Persistence among Community College Students.” The Review of Higher Education 34 (2): 193–230.

 This is a longitudinal study that explores persistence as a factor positively influencing the completion of a community college program.  Intention to persist, as well as validating interactions from faculty are found increase persistence.  CRETSINGER

 

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Bryner, B., Saddawi-Konefka, D., Gest. (2008, October 14). The impact of interactive, computerized educational modules on pre-clinical medical education. Anatomical Sciences Education, 1, 247 – 251. doi: 10.1002/ase.55. (PETERSON)

102 medical students assigned to two groups that used or did not use online interactive supplemental study modules. Experimental group did not achieve significantly higher quiz grades on content, bit did report material to be easier to understand and required fewer hours to master content.

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Calhoun, D. W., Green, L. S., & Burke, P. (2017). Online learners and technology: A gap in higher education and student affairs professional preparation.  The Quarterly Review of Distance Education, 18(1), 45-61.  (SEDON)

A study showing the lack of preparedness of these professionals as they enter the workforce.  Higher education has not yet fully identified and embraced best practices in meeting needs of online learners.     

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Colombo, M. W., & Colombo, P. D. (2007). Using Blogs to Improve Differentiated Instruction. The Education Digest. Retrieved from www.eddigest.com

The internet is a "technology popular among students" that also "allows teachers to differentiate instruction for students with diverse needs."  It is also a way to "extend the instructional impact" of teachers to offset teacher shortages, especially in the sciences (12).  KASER

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Cook, D., Levinson, A., Garside, S., Dupras, D., Erwin, P., Montori, V. (2008, September 10). Internet- Based learning in the health professions. A meta-analysis. JAMA 300, (10) 1181 – 1196. (PETERSON)

201 studies analyzed examining correlations in knowledge gains, skills and behaviors and patient effects with internet-based interventions vs no intervention. Authors conclude heterogeneity between studies was great, but internet interventions compared to no intervention resulted in large positive effects.

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Cook, D., Levinson, A., Garside, S., Dupras, D., Erwin, P., Montori, V. (2010, May). Instructional design variations in internet-based learning for health professions education: A systematic review and meta-analysis. Academic Medicine, 85, (5), 909 – 922. (PETERSON)

From 2705 articles authors identified 51 eligible studies for analysis. Authors conclude that internet-based learning improved learning outcomes if interactivity, practice exercises, repetition and feedback were included elements.

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 Dabbagh, N. & Kitsantas, A. (2012). Personal Learning Environments, Social Media, and Self-regulated Learning: a Natural Formula for Connecting Formal and Informal Learning. The Internet and Higher Education, 15, 3-8. 

Proposes a pedagogical framework for teaching students the skills they need to use social media effectively for learning through the use of Personal Learning Environments.  KASER 

 

Daston, C., James, S., & Swan, K. (2016).  Retention, progression and the taking of online courses.  Online Learning (20)2, 75-96.

 The article examines the efficacy of online learning for students most at risk for failure in a community college setting.  It examines and compares retention rates for three groups:  students taking only online courses, students taking only unground courses, and students taking some of both. (CRETSINGER)

 

Drake, J. L., Drake, J. P., & Ewing, M. E.  (2010). Online education: Exploring uses and attitudes toward web-based learning in public relations.  International Journal of Instructional Media, 37(4), 343-354.   (SEDON)

This article examined student attitudes toward online PR courses.  PR predominantly is offered in traditional classrooms; in this article, students reported general satisfaction with online courses but stressed "discussion and connection" were necessary to ensure a positive learning experience.        

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Duncan, H. E., & Barnett, J. (2009). Learning to Teach Online: What Works for Pre-Service Teachers. Journal Of Educational Computing Research, 40(3), 357-376.

With online education programs growing in popularity, authentic training for pre-service teachers is crucial.  The skills for effective online teaching extend beyond the skills required for successful teaching in the traditional classroom, including handling the technology and tools of the online delivery platform, communication skills, and time management.

STATLER 

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Elgort, I., Smith, A. G., & Toland, J. (2008). Is Wiki an Effective Platform for Group Course Work? Australian Journal of Educational Technology, 24(2), 195-210. 

Wikis, per se, are not enough to improve attitudes toward group work among Master's students. However, students do find them useful for knowledge sharing, and teachers find them useful for managing and marking student work.  KASER

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Emerson, L. and MacKay, B.  (2010).  A comparison between paper-based and online learning in higher education.  British Journal of Educational Technology. 42 (5).  727-735.    (SEDON)

This study examines the learning outcomes of two groups of students (traditional and online) receiving identical course content, differing only in delivery.

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Engstrom, M. E., & Jewett, D. (2005). Collaborative Learning the Wiki Way. Tech Trends, 49(6), 12-15.

Explores benefits of wikis for instruction, emphasizing the need for guidance regarding the vetting, analysis, and synthesis of information.  KASER

 

Hart, C.M.D., Friedmann, D., & Hill, M. (2015). Online course-taking and student outcomes in California community colleges. Presented at the American Educational Research Association. 

This study found that students are likely to take online courses both because they offer flexibility, and because they are perceived to be easier.  According to the study, about six percent more students completed face-to-face courses than online courses, with lack of teacher student communication and disinterest in the course cited as factors that correlated with non-completion. (CRETSINGER)

 

Hepworth, K., Mensing, D., & Yun, G.W.  (2017).  Journalism professors’ information-seeking behaviors: Finding online tools for teaching.  Journalism & Mass Communication Educator.  00-0, 1-16.  (SEDON)

With the changing landscape for journalists, journalism professors who are early adopters of technological advances are the most adept at finding and using online tools for teaching that then provide industry-relevant skills to students.

 

Hizer, S.E., Schultz, P.W., & Bray, R.  (2017). Supplemental instruction online:  As effective as the traditional face-to-face model? Journal of Science Education Technology, 26, 100-115.   (SEDON)    

Study examined translation of the traditional model of Supplemental Instruction to an online environment with the goal of increasing student access to SI.  

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Hughes, J., Fridman, L., & Morrison, L. (2016), Online "Maker" Modules to Support Production Pedagogies in Education. Presented at Higher Education in Transition Symposium, Oshawa, Ontario, Canada. Retrieved from arrow.dit.ie/heit162/8/  

Studies maker modules as a tool for learning in graduate-level education programs and whether maker modules in education courses lead students to want to implement them in the courses they teach in the future.  KASER

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Jaggars, S. S. (2011). Online learning: Does it help low-income and underprepared students? (CCRC Working Paper No. 26, Assessment of Evidence Series). New York, NY: Columbia University, Teachers College, Community College Research Center. 

This article reviews other research that shows being under-prepared or from a low-income group are factors that correlate with difficulty in online course work.  It discusses possible reasons for these difficulties, and possible solutions, largely in the context of public policy. (CRETSINGER)

 

Jaggars, S.S. (2014). Democratization of education for whom? Online learning and Educational 

Equity. Association of American Colleges & Universities. 17(1). Retreived from

https://www.aacu.org/diversitydemocracy/2014/winter/jaggars on October 8, 2017.

 This article discusses research conducted by this author and a colleague that found students who are male, African American, and less academically prepared had a lot more difficulty in online courses than they did in face-to-face courses in community college settings. It mentions a few other studies that identify being a recipient of financial aid, being a Hispanic student and having a lower grade point average as factors that predict non-completion of online courses at a rate higher than face-to-face courses. (CRETSINGER) 

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Jonassen, D. H., Myers, J. M., & McKillop, A. M. From Constructivism to Constructionism: Learning with Hypermedia/Multimedia Rather than from It. (1996). In B. G. Wilson (Ed.) Constructivist Learning Environments: Case Studies in Instructional Design (93-106). Retrieved from https://books.google.com 

A little old but explores the theories of instructionism, constructivism, and constructionism and how electronic media in general can facilitate constructivist and constructionist approaches to learning. Reference to John Donne from 1624 reminds that education is about people, and people in 1624, in 1996, and in 2017 are vastly more similar than technology (or language) across that span of time: "No man is an Island, intire of itselfe" (101).  KASER

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Kafai, Y. (2006). Playing and making games for learning: Instructionist and constructionist perspectives for game studies. Games and Culture, 1(1), 36-40. DOI:10.1177/1555412005281767

The constructionist approach to games for learning is "making games for learning" instead of just "playing games for learning" (the instructionist approach), getting students involved in the creation (construction, making) process.  KASER

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Kerfoot, B. & Brotschi, E. (2007, October 16) Online spaced education to teach urology to medical students: a multi-institutional randomized trial. The American Journal of Surgery, 197, 89 – 95. doi:10.1016/j.amjsurg.2007.10.026. (PETERSON)

Spaced education emails significantly improved both immediate knowledge acquisition and long term retention.

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Kojukhov, A. & Levin, I. (2014). Studying Social Micro-worlds as Personal Learning Environments. In A. Rospigliosi & S. Greener (Ed.) Proceedings of the European Conference on Social Media (657-664). Retrieved from researchgate.net 

Describes and analyzes the development of constructionist "micro-worlds" or personal learning environments and their transition into social micro-worlds of independent but interconnected and networked learners.  KASER 

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Kuo, Y. & Belland, B. R. (2016). An exploratory study of adult learners' perceptions of online learning: Minority students in continuing education. Education Tech Research Dev, 64, 661-680.  (SEDON)

One hundred and sixty-seven minority students using Blackboard were studied to determine their satisfaction and performance with their online learning experience.  Study found that learner-content interaction was the most important predictor of student satisfaction.

 

Loizzo, J., Watson, S.L., & Watson, W.R.  (2017). Examining instructor and learner experiences and attitude change in a journalism for social change massive open online course: A mixed-methods case study.  Journalism & Mass Communication Educator.  00-0, 1-18.   (SEDON)

Study results indicate that MOOCS can introduce professional and citizen journalists to solutions-journalism concepts and can also change attitudes and mobilize learners to engage in practical real-world issues-focused communication about social justice.

 

Luo, T., Hibbard, L., Franklin, T., & Moore, D. R. (2017). Preparing Teacher Candidates for Virtual Field Placements via an Exposure to K-12 Online Teaching. Journal Of Information Technology Education: Research, 161-14.  

With an increased amount of online learning options, training pre-service teachers for possible employment in virtual education institutions can be enhanced by exposing teacher candidates to virtual field experiences.  The study had pre-service teachers in a technology integration course review video recordings of virtual classrooms  as well as participate in a field experience in an online teaching experience in order to form their own perceptions of online learning.                    STATLER 

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Mandermach, B.J., Donnelli, E., & Dailey-Herbert, A. (2005).  Learner attribute research juxtaposed with online instructor experience.  Predictors of success in the accelerated online classroom.  Journal of Educators Online, 3(2).

This article seeks to identify skills, strategies and factors leading to the success of students enrolled in online courses by examining both the internal characteristics of the students and the external factors of course material delivery.  The most relevant areas identifed include time, technology, initiative and competence.  These turn out to be both internal to students and external in the methods of delivering the course content.  (CRETSINGER)

 

McCarthy, J.  (2017). Enhancing feedback in higher education: Students’ attitudes towards online and in-class formative assessment feedback models. Active Learning in Higher Education.  18(2), 127-141. (SEDON)

 Using three feedback techniques (staff-to-student in class; peer-to-peer in class; and peer-to-peer online), this study examined the efficacy of formative feedback models in higher education, and determined that online feedback was both more in-depth and critical than in class feedback. 

 

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O'Shea, S., Stone, C., & Delahunty, J. (2015). "I 'feel' like I am at a university even though I am online." Exploring how students narrate their engagement with higher education institutions in an online learning environment.  Distance Education, 36(1), 41-58.  (SEDON) 

Researchers explored and presented online students' experiences to improve online teaching and learning strategies for undergraduate and postgraduate students.    

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Phirangee, K., & Malec, A. (2017, 05). Othering in online learning: An examination of social presence, identity, and sense of community. Distance Education, 38(2), 160-172.  

With mixed perceptions of the quality of online learning and a high dropout rate in online courses, the feeling of social inclusion when enrolled in an online course plays a large part in the success of the student and the future of the program.  Termed “othering,” the social presence integrated into a course, meant to mimic the interactions in a face-to-face class is encouraged within institutions to help encourage students’ continuation and success. STATLER

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Picciano, A., Seaman, J., Shea, P., & Swan, K. (2012). Examining the extent and nature of online learning in American K-12 Education: The research initiatives of the Alfred P. Sloan Foundation. The Internet and Higher Education, 15(2), 127-135. doi:10.1016/J.IHEDUC.2011.07.004

In this two-part research study, factors related to the variance of reasons for institutions offering online education programs include: Offering courses not otherwise available at the school and offering AP or college-level courses.  A perceived benefit includes the number of students earning HS diplomas due to availability of online courses.  STATLER

 

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Raftery, B. & Santos, J. (2015). Grammar Games: A Case for Instructionist Game Models to Enhance Grammar Awareness and Accuracy. Journal of Instructional Research, v4, 142-147. 

"Instructionist" doesn't have to mean boring information-giving. Raftery and Santos explore ways teachers of any subject that involves writing can "instruct" grammar through intentional, instructor-designed games.  KASER

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Reynolds, R. & Chiu, M. (2015). Reducing digital divide effects through student engagement in coordinated game design, online resource use, and social computing activities in school. Journal of the Association of Information Science and Technology, 67:1822-1835. doi:10.1002/asi.23504 

Studies the effectiveness of the Globaloria project in reducing gender and parent education effects on learning outcomes in digital education.  KASER

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Shepherd, C. E., Bolliger, D. U., Dousay, T. A., & Persichitte, K. (2016). Preparing Teachers for Online Instruction with a Graduate Certificate Program. Techtrends: Linking Research And Practice To Improve Learning, 60(1), 41-47.  

As the popularity of online teaching and learning increases, so does the concern for the quality and effectiveness of online teacher professional development, including technology skills, design tools, and resources for learners with disabilities.  This study offers a re-examination of teacher education and in-service professional development practices for online teachers.            STATLER

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SORENSEN, C. c. (2012). Learning Online at the K-12 Level: A PARENT/GUARDIAN PERSPECTIVE. International Journal Of Instructional Media, 39(4), 297-307.

A research study completed via questionnaire from parents and guardians whose K-12 student has taken online courses.  There are four primary items of interest reviewed by researchers, including likes, dislikes, and challenges faced from the parent/guardian view. STATLER

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Swaggerty, E. A. and Broemmel, A. D.  (2017).  Authenticity, relevance, and connectedness:  Graduate students’ learning preferences and experiences in an online reading education course.  Internet and Higher Education.  32. 80-86.  (SEDON) 

Researchers studied 11 Reading Education graduate students to understand their online learning experiences and preferences. 

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 U.S. Department of Education, Office of planning, Evaluation and Policy Development: Means, B., Toyama, Y., Murphy, R., Bakia, M., Jones, K. (2009 May). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. (PETERSON)

For older students (undergraduates and adult learners) students performed better if online instruction was included compared to traditional face-to-face instruction. Effect size was .14. Comparison of blended instruction to traditional delivery methods had an even greater effect size of .35 for leaning outcomes.

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Viadero, D. (2009). Research Shows Evolving Picture Of E-Education. Education Week, 28(26), 9-11.

WIth conflicting stories of the types of students enrolled in online education, and the method of their retrieval of information (synchronous vs. asynchronous), the research looks into factors that influence a K-12 student’s success when participating in online education courses. STATLER

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Wolff, B., Wood-Kustanowitz, A.M., & Ashkenazi, J. (2014). Student performance at a 

community college: Mode of delivery, employment, and academic skills as predictors of 

success.  Merlot Journal of Online Learning and Teaching. 10(2), 166-178.

 These researchers examined predictors of performance for groups of community college students enrolled in face-to-face courses vs. online courses.  They examined eleven variables and found employment, math proficiency, and mode of delivery to be significant for predicting course completion, with all but mode of delivery significant for predicting performance on the final examination.  (CRETSINGER)

 

Xu, D. & Jaggars, S.S., (2011).  Online and hybrid course enrollment and performance in Washington State community and technical colleges.  CCRC Working Paper 31.  New York:  Columbia Teachers College, Community College Research Center. 

This study compares the completion rates of online or hybrid math and English courses in a community college setting with those for traditional course delivery, giving consideration to the characteristics of the enrolled students.  It found online courses completion rates about 8 points below the other environments, with lack of college readiness being identified as a student characteristic that had significant negative impact on completion across environments.  It had a slightly higher impact on non-completion in online course environments than the others. (CRETSINGER)

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Yalavaç, G., & Samur, Y. (2016). Students' and Teachers' Perceptions of After School Online Course. European Journal Of Contemporary Education, 15(1), 147-162.  Qualitative and quantitative data recovered from 6th and 7th grade students and teachers in Turkey who participated in After School Online Courses (ASOC)  in Turkish, Math, Science, Social Studies and English.  One of the findings includes the attitudes of teachers and their dislike of the ASOC because of the lack of face-to-face interactions.          STATLER

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Zavarella, C. A. (2008). Computer-based instruction and remedial mathematics: A study of student retention at a Florida community college (Doctoral dissertation). University of South Florida.

This study looks at drop-out and completion rates in a community college, remedial, math course, comparing distance learning, hybrid and traditional course delivery.  It is a dissertation focusing on learning styles and reasons for choosing the specific instructional format as correlating factors. (CRETSINGER)

 

Cheung Kong, S. (2015). An experience of a three-year study on the development of critical thinking skills in flipped secondary classrooms with pedagogical and technological support. Computers & Education. 89: 16 – 31.

 

More than one hundred 13-year olds were tracked over three years in a longitudinal humanities curriculum that supported critical thinking skills development using a blended classroom strategy. Students demonstrated significant progress in the development of critical thinking skills (based on scores of teacher-created activity worksheets) due to the social/group communications that were facilitated both online and face-to-face in the classroom. (PETERSON)

 

Hudson, J. (2004). Computer-aided learning in the real world of medical education: does the quality of interaction with the computer affect student learning?  Medical Education, 38, 887 – 895. doi: 10.1111/j.1365-2929.2004.01892.x

Third-year medical students in Australia were assigned to one of four experimental groups: no computer assisted learning (CAL), didactic CAI, case –based CAL, free text question and answer CAL for neuroradiology and neuroanatomy content. Pre- and post-test scores were compared after the 12 week unit. Students in the free-text group (more active learning) group scored higher on the retention-designed post-unit assessment.  (PETERSON)

 

Frehywot, S., Vovides, Y., Talib, Z., Mikhail, N., Ross, H., Wohltjen, H. …Scott, J. (2013). E-learning in medical education in resource-constrained low- and middle-income countries. Human Resources for Health, 11:4.

Meta-analysis examining current e-learning programming and resource investments in physician training in 27 countries. Researcher’s conclusions were grouped by institutional contextual similarities. (PETERSON)

 

Lau, F. & Bates, J. (2004). A review of e-learning practices for undergraduate medical education. Journal of Medical Systems, 28:1, 71 – 87.

Review of 63 articles reporting on current usage, lessons and limitations of e-learning in the first two years of medical training in the US and Europe. Researchers were most interested in synchronous delivery across multiple sites including institutions in more rural locations. Little work to date had been completed, with results inconclusive. (PETERSON)

 

Pereira, J., Pleguezuelos, E., Meri, A., Molina-Ros, A., Molina-Tomas, C., Masdeu, C. (2007). Effectiveness of using blended learning strategies for teaching and learning human anatomy. Medical Education, 41, 189 – 195.

135 university students in the biology degree program in Barcelona were separated into blended learning and traditional teaching groups. After 45-hours of instruction both groups were assessed via multiple choice exams, short answer written exam and a practical exam. Students in the blended learning group had a statistically significant higher pass rate and expressed a higher satisfaction rating for the teaching materials compared to the traditional teaching group. (PETERSON)