Class members should add new articles and annotations. Use APA format for the references, and keep them in alphabetical order. Identify your contributions with your last name after the citation.

guided instruction of how to respond in online discussions by the instructor.  (Stoyle)

 

Bai, H. (2009)  Facilitating students' critical thinking in online discussion: an instructor's experience. Journal of Interactive Online Learning, 8(2). retrieved from http://www.ncolr.org/jiol/issues/PDF/8.2.4.pdf .This article discussed the benefits of online discussion to facilitate critical thinking, when students are given      specific

Barbour, M. and Plough, C. (July 2009). Social networking in cyberschooling: Helping to make online learning less isolating. TechTrends: Linking Research and Practice to Improve Learning, 53 (4), 56-60.

This article takes a look at a cyberschool system in which students meet at school for one morning or afternoon per week and take the rest of their courses online. Ways the school attempted to foster social interaction and collaboration were detailed. (McCombs)

 

 

 

Brindley J., Walti C., Blaschke L., Creating Effective Collaborative Learning Groups in an Online Environment, The International Review of Research in Open and Distance Learning, Vol 10, No 3 (2009),   ISSN: 1492-3831 Link to the study 

      This is relatively extensive study done on two universities with 15 cohorts of students. It shows that initial hypothesis that student participation in small group projects in online courses will increase due to grading does not hold. Secondary question introduced at the end of study was: what were the factors that increased student participation? The conclusion is that carefully selected instructional strategies increase student participation in online courses rather than assigning grades. To confirm this even larger research is suggested with including statistical data.  (T. Hrubik-Vulanovic)

 

Castle, S., & McGuire, C. (2010). An Analysis of Student Self-Assessment of Online, Blended, and Face-to-Face Learning Environments: Implications for Sustainable Education Delivery. International Education Studies, 3(3), 36-40. Retrieved from Education Research Complete database.

This article addresses effective methods of online teaching as addressed by students.  The study was designed to find what students find to be necessary for quality online education as well as the benefits to the student. (Kromhout)

 

Cercone, Kathleen. (2008). Characteristics of Adult Learners with Implications for Online Learning Design. AACE Journal, v16 n2 p137-159. 

This article is about the increasing online education being used by adults. The study is on the needs of the adult learner. There are adult learning theories discussed in this article- self-directed learning, experiential learning, and transformational learning. The theories are examined for the ways in which they may be applied to the design of online learning environments. Recommendations follow regarding how to design an online classroom environment while considering the application of adult learning theories. (McCleese)

 

Ciavarelli, A. (2003). Assessing the quality of online instruction: Integrating instructional quality and web usability assessments. Link to the article

Article gives e-Learning Assessment Framework in the Appendix that covers instructional quality, Web Instruction Best Practices, Web Design and Usability Guidelines and Institutional and Support Infrastructure. (T. Hrubik-Vulanovic) 

 

Clardy, Alan. (June 2009) Distant, On-line Education: Effects, Principles and Practices

http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/44/f6/3c.pdf

The purpose of this paper was to identify the characteristics and history of online education, to examine research on the effectiveness of online learning, and to note the principles and practices indicated for maximizing the effectiveness of online learning. (McCleese)

 

Carey, R., Kleiman, G., Russell, M., Venable, J.D., & Louie, J. (2008). Online Courses for Math Teachers: Comparing Self-Paced and Facilitated Cohort Approaches. Journal of Technology, Learning, and Assessment, 7(3). Retrieved 11-16-2009 from http://www.jtla.org. Online:  http://escholarship.bc.edu/jtla/vol7/3/ 

Well designed online course may not require Facilitated Cohort classes. In other words discussion and online interaction is not always necessary for good learning outcome. Since Facilitated Cohort classes require more time from the faculty and are therefore more expensive it is important to determine when such approach yields better results than less time consuming approach. (Hrubik-Vulanovic)

 

Coffman, Teresa (May 2009). International  Society for Technology in Education. Getting to the Heart of Technology Integration: Virginia's Instructional Technology Resource Teacher Program. Learning & Leading with Technology, v36 n7 p20-23   http://www.iste.org

This article is about Virginia and every school having its own system of technology integrated specialist. (McCleese)

 

Conrad, D. and Pedro, J. (2009). Perspectives on online teaching and learning: A report of two novice online educators. International Journal for the Scholarship of Teaching and Learning, 3 (2), 1-17.

This article provides many examples of student responses about why they chose online courses. The instructors mention the challenges they faced in teaching online (including time management, delivering the content, and the need for professional development to stay current with the technologic needs of online teaching). (McCombs) 

 

Conway E. D, (2003) , Teaching Strategies for Distance Education: Implementing the Seven Principles for Good Practice in Online Education, 5th Annual Science, Engineering & Technology Education Conference,  Link to the article  

Article reviews seven key principles for traditional teaching defined by Chickering and Gamson in 1991 and offers a list of recommendations on how to achieve them in online environment. Chickering, A.W., & Gamson, Z.F. (Eds.). (1991, Fall). New Directions for Teaching and Learning: Applying the Seven Principles for Good Practice in Undergraduate Education, (47), San Francisco: Jossey-Bass Inc., Publishers.  (T. Hrubik-Vulanovic)

 

 

 

Dabai, F. (2009).  Role of Gender and Age on Student’s perception towards online education Case Study:  Sakarya University, Vocational High School.  Turkish Online Journal of Educational Technology. 8, (2), 1-4.

This article analyzed the results of a questionnaire posed to determine if age and gender played a role in how students’ perception of online education.  The study showed that females had a better perception of online education and that the older students preferred face to face classrooms to online education.  (Wahoff)

 

 

Dalsgaard, C. and Paulsen. M. (2009).  Transparency in Cooperative Online Education.  International Review of Research in Open and Distance Learning.  10, (3), 1-22. 

This article investigates how cooperative learning can be supported by the transparency of social networking. In other words, the participants are not necessarily collaborating, but these sites give insight into the authors actions.  They determined that social networking is not the new LMS but can be used as a supplement to other tools and transparency is the key to its potential.  (Wahoff)

 

Davis, D. (2009). Developing faculty to teach online. International Journal of Learning, 16 (2), 155-168.

This article details leadership structures and styles in addition to ways to foster an environment where online teaching and learning can develop. It offers information from a more administrative or institutional perspective than that of faculty. (McCombs)

 

 

 

Demirci, N.  (2007).  University Students’ Perceptions of Web-Based vs. Paper-Based Homework in a General Physics.  Eurasia Journal of Mathematics, Science & Technology Education.  3 (1), 29-34. 

This article explores a 21 page survey that aimed to find the perception of online homework versus paper based homework and how it related to grade point average.  The participants were 101 students in a psychics 1 class.   The study showed that there was no significant difference found between perception and GPA, but did find that those who used did the online homework assignments spent more time doing homework improved their overall scores on exams.  The article also listed additional suggested research around the topic. (Wahoff) 

 

 

DuCharme-Hanses, B.A., & Dupin-Bryant, P.A. (2005). Distance education plans: Course planning for online adult learners. TechTrends: Linking Research & Practice to Improve Learning,49 (2), 31-39.

This article outlines six main components that need to be considered in building an effective online course: assessment, guidance, building community, communication, humanizing, and evaluating.  Although there is overlap among the components, especially for the concept of building community, the authors provide tested examples of methods and tactics to overcome challenges in each of the areas. (Wills)   

Dunlap, J. and Lowenthal, P. (Summer 2009). Tweeting the night away: Using Twitter to enhance social presence. Journal of Information Systems Education, 20 (2), 129-135.

This article addresses the importance of a social presence in online learning and how Twitter can be used to increase it. It provides examples of how tweets can be incorporated into courses (to ask questions about an assignment, for example) and how they can be beneficial to online learning. (McCombs).

 

 

Fenwick, T. (2008). Workplace learning: Emerging trends and new perspectives. New Directions for Adult and Continuing Education, 119, 17-26. 

This article addresses important issues in workplace learning from the educator’s perspective.  The author acknowledges that the definition of “learning” is particularly blurry in the workplace, noting that “learning can refer to skill acquisition, personal transformation, collective empowerment, or a host of other phenomena.”  Such a definition supports the strong constructivist view that this article proposes for a model of workplace learning.  Three main concepts are discussed: practice-based systemic learning, development of identities and literacies, and power and politics in workplace learning.  (Wills)

 

Field, G.B. (2009). The Effects of the use of renzulli learning on. International Jounal; Emerging  Technologies in Learning, 4(1), Retrieved      from http://online-          journals.org/i- jet/article/view/629/842 doi: doi:10.3991/ijet.v4i1.629.  This article examines the effects of online learning and the renzulli model on both      gifted and regular education learners. (Stoyle)

 

Fish, W. and Gill, P.  (2009). Perception of Online Education.  The Turkish Online Journal of Educational Technology.  8, (1), 1-12. 

This article looks at how faculty at one University values and supports online learning and teaching.  It looked at their comfort levels at teaching online classes, perceptions of student learning outcomes and delivery of academic tasks online.  They also sought to find disadvantages, advantages and barriers of online instruction perceived by the faculty.  Those who had taught previously and had a positive experience thought that both methods were equivalent, but those who had no experience or a negative experience did not feel the learning experience was valued the same in online instruction.  Almost all of the participants did think that there was some value from some online activity to enhance the traditional classroom.  (Wahoff) 

 

Flor J. M, and Finger S., (2006), Computer supported collaborative design, 9th International Conference on Engineering Education, Session R4D,  Link to the article

 

This is a case study of a two week engineering project. Eight triads of undergraduate and graduate students participated. Individual characteristics of the participants were related to participation and no correlation was found. Macro-analysis of discussion threads was used to review pattern of communication within groups. (T. Hrubik-Vulanovic)

 

Gallagher-Lepak, S., Reilly, J., & Killion, C. (2009, April). Nursing student perceptions of community in online learning. Contemporary Nurse: A      Journal for the Australian Nursing Profession, 32(1/2), 133-146. Retrieved September 18, 2009, from Academic Search Complete database.

The article examines online classes and how a sense of community in these classes can lead to greater satisfaction of online users. The article highlights the need for innovative practices in order to bridge the immediacy gap in online classes and build the necessary connection that students need to have with the content, instructors and each other. (RICHARDS)

  

Garrison, J.A. and  Schardt, C. "Continuing Education and Knowledge Retention: A Comparison of Online and Face-to-Face Deliveries" 2007 Available at:  http://works.bepress.com/julie_garrison/1. 

This articles compares online continuing ed course with a traditional face to face version of the same course. (schenk) 

Geyer, R.  (2009).  Developing the Internet-Savviness (IS) Scale:  Investigating the Relationships between Internet Use and Academically Talented Middle School Youth.  RMLE Online:  Research in Middle Level Education.  32 (5), 1-20.

This article investigated the development and validation of a 32 item scale used to measure internet savviness of youth in the age range of 8-14 years.   It was concluded that those that rated savvy internet users comprise 30 – 40 % of adolescent internet users.  It was determined that most of their social, cultural and cognitively rich activities were taking place outside of school.  It is suggested that the educators jump start their approaches to include more of these savvy users’ attitudes, beliefs and behaviors to include more 21^st Century activities into the classroom.  (Wahoff)

 

Githens, R.P. (2006). Cautions: Implementing interpersonal interaction in workplace e-learning. TechTrends: Linking Research & Practice to Improve Learning, 50 (5), 21-27. doi 10.1007/s11528-006-0027-z. 

Although the article’s title seems menacing, the intent is to focus management-level attention on those factors that are most critical in ensuring the success of a workplace e-learning program.  Githens makes an important distinction between facilitated and non-facilitated e-learning, and within his itemization of the “cautions,” provides research-based guidance for course/curriculum designers and implementers as to how best to design, develop, and implement e-learning in the corporate environment.  The article acknowledges that most research has been done on e-learning in the traditional educational setting, but demonstrates how slight tweaking of e-learning principles provides the best opportunity for success in the corporate setting.  (Wills)

Glenn, Marie; D'Agostino, Debra, Ed. (October 2008). The Future of Higher Education: How Technology Will Shape Learning

 

New Media Consortium.(This article is about the Future of Higher Education. The world of technology and how it is affecting corporate jobs and higher learning. The article goes into detail about online classes and how technology is increasing skills in technology. ( McCleese)

 

Grandzol J. and Grandzol C., (2006), Best Practices for Online Business Education, The International Review of Research in Open and Distance Learning, Vol 7, No 1 (2006),   ISSN: 1492-3831  Online: http://www.irrodl.org/index.php/irrodl/article/view/246/475 

      This review of literature offers a typology of Web-based business education courses based on content (i.e., knowledge depth), delivery (i.e., level of student-faculty interactions), and learning (i.e., pace of student learning). Best practices for online courses are identified as: consistent structure, learner-centered,  use open-ended questions, clear navigations, limit number of hyper links per page, eliminate empty documents  and  accidental postings, start class with non-graded icebreaker, class must be completely ready before it starts, match time commitments for specific tasks to evaluation,  automate testing, use self-assessment, give prompt and clear feedback – use tracking mechanisms find new postings. (T. Hrubik-Vulanovic)

 

Halsey, S.  (2007).  Embracing Emergent Technology and Envisioning New Ways of Using Them for Literacy Learning in the Primary Classroom.  English Teaching:  Practice and Critique.  6 (2), 99-107. 

This article features a New Zealand teacher who realizes all of the ways that she can use Web 2.0 technology to enhance student learning experiences.  She creates a class website and also utilizes podcasts, online publishing sites and blogs to bring new ideas into her classroom and also their views out into the world. (Wahoff)   

 

Han, Heeyoung (2007) Mediation and Remediation in Online Learning. The International Journal of Learning, 14 (2), 225-230.

This article looks at online learning and the hidden assumptions of technology and the mediation of the online learning experience, and tries to see if those assumptions are appropriate to the current and future direction of online learning. (Bach) 

 

 

Harvey-Woodall, Antionette. (July 2009). Integrating Technology into the Classroom: How Does It Impact Student Achievement?

This article is about technology is becoming more and more dominant in society. The purpose of this research is to give an in-depth analysis of the integration of technology in the classroom and the impact it has on student achievement. (McCleese) 

 

Haughey, M., & Muirhead, B. (2005). Evaluating learning objects for schools. E-Journal of Instructional Sciences and Technology, 8(1). from http://www.usq.edu.au/electpub/e-jist/docs/vol8_no1/fullpapers/eval_learnobjects_school.htm. Retrieved 20, Oct 2009.

This article goes into detail about the importance of learning targets as an impact on student learning, however, the teaching craft of the educator still plays a huge part in the success of the learning target.  (Stoyle)

 

Hew, K. (2008). Use of audio podcast in K-12 and higher education: a review of research topics and methodologies. Educational Technology Research and Development, 57: 333-      357. doi:10.1007/s11423-008-9108-3.    This article discusses the various uses of podcasts to enhance student learning in the K-12 classes moving from a traditional lecture

     to a learning tool.  (Stoyle)

 

Huddlestone, J., & Pike, J. (2008). Seven key decision factors for selecting e-learning. Cognition, Technology, & Work, 10, 237-247. doi 10.1007/s10111-007-0102-z. (Following the authors’ premise that “e-learning is not suited for all types of learning outcome or for all instructional situations,” the authors attempt to match up various instructional media with various types of learning objectives.  The authors acknowledge that the choice of media to be used is dependent upon both strategic and tactical factors, and provide seven key areas to be considered when determining what media to use: learning task characteristics, media attributes, grouping strategy considerations, learning context and practical considerations, learners characteristics, instructional management considerations, and cost effectiveness.) (Wills)

 

Junaidu, Sahalu. (2008)Effectiveness of Multimedia in Learning and Teaching Data Structures Online.  Turkish Online Journal of Distance Education, v9 n4 p97-107 (This research writes about the initial skepticism of onlineeducation but as the years has progressed and the technology and communicationmade online education more and more successful. This study looks at the programsoffered online vs. those that are face to face. Should only certain programs beoffered online?) (McCleese)

  

Ke, F. and Hoadley, C. (August 2009). Evaluating online learning communities. Educational Technology Research & Development, 57(4), 487-510.

This article addresses the development of online learning communities and evaluates those that exist and the extent of the "community-ness" which they provide. This article provides a taxonomy to better make sense of all of these OLCs. (McCombs)

 

Kurtz, G., Amichai-Hamburger, Y., and Kantor, J. (2009).  Psychosocial well being of Israeli students and attitudes toward open and distance learning. International Review of Research in Open and Distance Learning, (10) 2. Retrieved from http://itecideas.pbworks.com/f/Kurtz.mht. This article discusses the importance of psychosocial well being in the area on online learning, specifically with a self selected population on Israeli studnets. (Stoyle)

 

 

Larson, D. and Chung-Hsien, S. (April 2009). Comparing student performance: Online versus blended versus face-to-face. Journal of Asynchronous Learning Networks, 13 (1), 31-42.

This article compares the delivery method for an undergraduate management course. It presents a straightforward look at methods and reports that no significant differences were found. (McCombs)

 

Lu, L. and Jeng, I. (2006).  Knowledge Construction in In-service Teacher Online Discourse:  Impacts of Instructor Role and Facilitative Strategies.  Journal of Research on Technology in Education.  39, (2), 183-202.

This article is about a study focused on investigating how knowledge is constructed while discussing issues online in teacher inservice classes.  It also focused on how the instructors interacted with the students.  Such focus was on their roles and facilitation of communication.  One conclusion was that most seemed to favor discussion activities at the stage of knowledge confirmation rather than knowledge construction.  Another finding was that when the instructors served as both facilitator and co participant was helpful in constructing knowledge.  The authors concluded that more research needed to be conducted in this area.  (Wahoff)   

 

McCombs, B. L., & Vakilia, D. (2005). A learner-centered framework for e-learning. Teachers College Record, 107(8), 1582-1600.

     This article discussed the American Psycholoical Association framework of learning compared to the learning in an e-learning environment.(Stoyle)

 

 

 

The article examines the experiences of students in a blended mode class and looks that the differences between the in-class and threaded discussions. The study found that both modes had benefits for students depending on the type of learner. The study also showed that there is evidence of higher –order thinking in on line discussions through exploration and integration of class topics. (RICHARDS) 

 

Miller, M.  (2009).  Integrating Online Multimedia into College Course and Classroom:  With Application to the Social Sciences.  MERLOT Journal Online Learning and Teaching, 5 (2),  1-29.

This article looks at approaches of efficiently incorporating online media and resources into the classroom.  It concluded that Universities like the idea of using Multimedia in the classroom but ultimately the implementation is up to the individual instructors.  The study concluded that those choosing not to include online multimedia in their instruction did not necessarily oppose the process, but stated they did not have time and many seemed uneasy about how to actually include online multimedia in their instruction.  The author suggests tips on painless steps to include multimedia in their instruction. (Wahoff)

  

Miller, M., & Cryss Brunner, C. (2008, September 17). Social impact in technologically- mediated communication: An examination of online influence. Computers in Human Behavior, 24(6), 2972-2991. Retrieved September 18, 2009,   doi:10.1016/j.chb.2008.05.004 

The article deals with how social impact (studied through Social Impact Theory) effects computer moderated communication (CMC). By measuring different factors (emotional intensity, sensitivity, assertiveness and exaggeration) we can see how social impact can guide and shape CMC  and either help or hinder users.(RICHARDS)

  

Namwar, Y and Rastgoo, A.  (2008).  Weblog as a Learning Tool in Higher Education.  Turkish Online Journal of Distance Education.  9, (3), 176-185. 

This article explores using Weblogs as a learning tool in Higher education.  The article talks about how in the Constructivist theory, the student creates their own learning.  Using a weblog promotes this type of learning, helping users to develop literary skills, critical thinking skills, knowledge construction ability, cooperative learning and academic development.  The article also showcases the various ways that weblogs can be used in higher education. (Wahoff)

 

Neuman S., Koper R., (2009), Instructional Method Classifications Lack User Language and Orientation, to appear Educational Technology & Society, XX (X), xx–xx. 124 Online: http://dspace.ou.nl/bitstream/1820/2006/1/Neumann_Koper_InstructionalMethodClassification.pdf 

The article is a literature review on classifications for learning and teaching. 37 classifications were reviewed and grouped into 3 clusters based on their characteristics. Next, all classifications were evaluated to what degree they fulfill taxonomy validation criteria: 8 criteria measures classifications’ internal consistency, meaningfulness to users, ease of navigation and comprehensible content division. The results showed that 10 out of 37 classifications fulfilled 1 out of 8 criteria and 6 fulfilled more than one, the best classification fulfilling 3. Authors propose user-driven development of instructional method classification that is obviously needed. (Hrubik-Vulanovic)

  

Nora, Amuary; Snyder, Blanca Plazas. (2009). Technology and Higher Education: The Impact of e-learning Approaches on Student academic achievement, perceptions, and persistence. Journal of College Student Retention: Research, Theory & Practice, v10 n1 p3-19.

This article is an overview of technology at the post-secondary level. Studies were done to examine the uses of technology in the classroom, student perceptions of technology, student usage of technology, student attitudes toward technology, and the direction that technology is heading. The main objective of the study is between technology and student learning. (McCleese) 

 

Nguyen, H. Q., D. Donesky-Cuenco, S. Wolpin, L. F. Reinke, J. O. Benditt, S. M. Paul, and V. Carrieri- Kohlman. 2008. Randomized controlled trial of an Internet-based versus face-to-face dyspnea self-management program for patients with chronic obstructive pulmonary disease: Pilot study. Journal of Medical Internet Research 10 (2). http://www.jmir.org/2008/2/e9/  (accessed September,2009)

       The study compares on multiple levels face-to-face and online medical programs that teach patients how to control symptoms of their chronic illness. Main goal was to measure quality of life but other factors like exercise behavior and exercise performance have also been measured. A number of mediators to treatment effect have also been tracked (knowledge, self-efficacy, perception of support, program preference and satisfaction.  (T. Hrubik-Vulanovic)      

Orellana, A. (2006). Class Size and Interaction in Online Courses. The Quarterly Review of Distance Education, 7(3), 229-248 

This article examines how class size relates to interaction levels in online classes. In this qualitative study, the researchers look at this phenomenon from the perspective of instructors and researchers involved in online education and find their views pertaining to class sizes,  levels of interaction and what instructors feel they need to reach an optimal situation that maximizes class size and satisfaction.(RICHARDS)

 

 

 

Palmer, S. and Holt, D. (2009). Staff and student perception of an online learning environment: Difference and development. Australasian Journal of Educational Technology, 25(3), 366-381.

This article compares student and staff perceptions of online learning. They found students to be more positive towards online learning than staff, but also found students to be overly optimistic about their academic performance, amongst other things. (McCombs)

  

Parsad, B., and Lewis, L. (2008). Distance Education at Degree-Granting Postsecondary Institutions: 2006–07 (NCES 2009–044). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC.

This article is a research article for the growing number of programs offered at universities nationwide for distance eduction  .(McCleese)

 

 

 

Picciano, A.G. (2002). Beyond student perceptions: Issues of interaction, presence, and performance in an online course. Journal of Asynchronous Learning, 6 (1).

 

                http://www.sloan-c.org/publications/jaln/v6n1/v6n1_picciano.asp. (Stoyle)   

Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9 (5). Retrieved from http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf 

This article discusses the new age of learners with a very different native language in regards to technology.  This article discusses the new generation of learners as digital natives, where their teaches learning the new language of technolgy, as they teach,  are considered to be digital immigrants.  As technology begins to grow in our schools, biologically, the student brain as a learner is changing ever changing and developing. (Stoyle)

 

Richardson, J.C.,  & Swan, K., (2003). Examining Social Presence in Online Courses in Relation to Student’s Perceived Learning and Satisfaction. Journal of Asynchronous Learning Networks, 7(1), 68

This article examines how having a sense of social presence in an online class influences student learning and satisfaction with both the course and instructors. The mixed method study looked at how social presence not only influences interactions between students and instructors and peer-to-peer, nut also how it permeates other activities not traditionally associated with social presence such as writing papers and non-group work.(RICHARDS)

  

Rigby, S., Ryan, R. (2007). Rethinking carrots: A new method for measuring what players find most rewarding and motivating about your game. http://www.gamasutra.com/features/20070116/rigby_01.shtml. Retrieved 20 Oct 2009.

This article looks at game rewards as a sense of motivation using the Pens motivational model. (Stoyle) 

  

Rhone, J. (2009). Interaction Equivalency in self-paced online learning environments:  An Exploration of Learner Preferences. International Review of Research in Open and Distance Learning.  10, (1), 1-23. 

This article studied the students’ perception value for the different types of various learning interactions in an asynchronous self-paced online learning environment.  Many types of different communication tools were used to determine if there was a different perception between formal and informal communications.  Students determined that the informal interactions were just as important as the formal interactions for the learning experience and the students also determined that the blogging was equally informative to an instructor directed asynchronous discussion on the LMS discussion board and sometimes they found that blogging was more beneficial. (Wahoff) 

 

Robinson, C.C., & Hullinger, H. (2008). New benchmarks in higher education: Student engagement in online learning. Journal of Education for Business, 84(2), 101-109. 

In this article, the authors contend that evaluating online learning by measuring student engagement is viable for demonstrating the effectiveness of online learning.  Modifying the National Survey of Student Engagement for use in an online environment, the researchers measured online learner engagement “using specific dimensions of engagement considered to be effective educational practices: level of academic challenge, active and collaborative learning, student–faculty interaction, and enriching educational experiences.”  The primary usefulness of this article is derived from its treatment of the various subgroups within the sample, and although the authors did not intend to use on-campus NSSE results as a benchmark, doing so demonstrates the strengths and weaknesses of online learning in very specific subgroup vs. on-campus comparisons.  (Wills)

 

Roblyer, M., Porter, M., Bielefeldt, T., and Donaldson, M. (Summer 2009). Teaching online made me a better teacher: Studying the impact of virtual course experiences on teachers' face-to-face practice. Journal of Computing in Teacher Education, 25 (4), 121-126.

This article details the ways online teaching can enhance face-to-face teaching (such as incorporating more technology into the classroom, more effective teaching strategies, and better communication with students.  (McCombs)  

 

Roca, J.C., & Gagné, M. (2008). Understanding e-learning continuance intention in the workplace: A self-determination theory perspective. Computers in Human Behavior, 24 (4), 1585-1604. doi 10.1016/j.chb.2007.06.001.

This research-based study attempts to show that measures of learners’ self-determination are appropriate and reliable predictors of those same learners’ intent to continue learning.  The article is based on studying the use of information technology in course delivery, and extends the Technology Acceptance Model to show that there is a positive correlation between learners’ perceived autonomy and IT’s perceived usefulness and perceived ease of use, which then extends to the positive correlation between IT’s perceived usefulness and perceived ease of use and learners’ intent to continue using IT for learning.  The authors indicate that efforts to increase learners’ intrinsic motivation toward IT usage will positively affect the continued usage of IT, and therefore should also result in increased learning. (Wills)  

Rourke, L., Anderson, T., Garrison, D.R., and Archer, W. (2001). Assessing social presence in

      asynchronous text-based computer conferencing. Journal of Distance Education, 14  (2).(Stoyle)

 

Schacter, J. (1999). The Impact of Education Technology on Student Achievement.  Milken Exchange on Educational Technology. Retrieved December 5, 2009 from http://www.learning-). theories.com/kellers-arcs-model-of-motivational-design.html 

This article outlines 5 large scale studies done in the 90s.  They discuss what we've learned about the impact of technology on learning, as well as how student achievement was affected by the implementation of that technology.  Although the resource is becoming a little outdated the content is still relevant- researchers actual compared instruction with technology versus with out and analyzed those students test scores). (DeJulio)

 

Schroeder-Moreno, M. (2010). Enhancing Active and Interactive Learning Online - Lessons Learned from an Online Introductory Agroecology Course. NACTA Journal, 54(1), 21-30. Retrieved from Education Research Complete database.

 

 

Schweizer, K., Paechter, M., & Weidenmann, B. (2003, October). Blended Learning as a Strategy to Improve Collaborative Task Performance. Journal of Educational Media, 28(2/3), 211-224. Retrieved September 18, 2009, doi:10.1080/1358165032000165699

The article focuses on comparing different modes of learning (e-learning and blended courses) and how different environments (newsgroup, chat, videoconference, and face-to face) can influence student outcomes based on the type of task assigned. The study showed how different tasks required different levels of interaction between participants and how different modes either benefited or limited achievement.(RICHARDS)

 

Shachar, M. & Neumann, Y. (2003). Differences Between Traditional and Distance Education

          Academic Performances: A meta-analytic approach. International Review of Research in Open and Distance Learning. (Stoyle)

 

Shen. Q. (2007). A comparative study of student performance in traditional mode and online mode of learning. Computer Applications in     Engineering Education, 15(1), 30.

The article further explores the NSD phenomenon in a comparative study of traditional and online classes. Conducted over 4 years in Hong Kong, the study looked at the student outcomes in different modes of the same class. While it found that traditional students have a slight edge in certain areas it backs up the notion of NSD.(RICHARDS) 

 

Sher, A. (Summer 2009). Assessing the relationship of student-instructor and student-student interaction to student learning and satisfaction in Web-based Online Learning Environment. Journal of Interactive Online Learning, 8(2), 102-120.

This article looks at relationships of students with their instructor and their classmates in an online learning environment.  The literature review addresses many of the things we've been wondering about in class- contact with the content, for example, while the research focuses on student's perceptions of interactions from a few different degree programs with different levels of online class experience). (McCombs)

 

Shin, Minsun; Lee, Yoon-Joo (January 2009).  Association for Career and Technical Education. Changing the Landscape of Teacher Education via Online Teaching and Learning. Techniques: Connecting Education and Careers, v84 n1 p32-33.

This is an article about online teaching and learning. The study was between face to face classes and online learning. The study suggest order to make online education more effective and applicable to students, the authors suggest that a "hybrid" format seems to address the participants' major concerns related to the ways in which the online learning community is formed and maintained. When a traditional classroom environment and online world are combined, students are likely to benefit from the best of both worlds. (McCleese)

 

Snyder, M.M. (2009). Instructional-design theory to guide the creation of online learning communities for adults. TechTrends: Linking Research and Practice to Improve Learning, 53(1), 45-57. doi 10.1007/s11528-009-0237-2. 

This article seeks to present the framework for a new ID theory for older adults in non-academic environments.  Its main tie to instructional design is its goal-oriented proposal that “design theories emphasize prescriptions for accomplishing a given end.”  The majority of the article is devoted to describing instructional methods that can take advantage of the newest technology tools, “such as blogs, wikis, and podcasts.”  The author provides nine well-developed suggestions for areas in which future research should be directed.  The only table in the article concisely depicts the links between five instructional design values and thirteen instructional methods, and suggests situations in which a particular method might be the most effective. (Wills) 

  

 

Stein, D., Wanstreet, C., Calvin, J., Overtoom, C., & Wheaton, J. (2005, January 1). Bridging the Transactional Distance Gap in Online Learning Environments. American Journal of Distance Education, 19(2), 105-118. (ERIC Document Reproduction Service No. EJ684182) Retrieved September 18, 2009, from ERIC database.

The article examines how transactional distance in an online learning experience can be either increased or reduced based on how the course is structured. The authors go on to show that meaningful structure (through interactions and activities that increase efficacy) has more of an impact on learner satisfaction that course design alone.(RICHARDS)

 

 

Steinweg, S. B., Trujillo, L., Jeffs, T., & Warren, S. H. (2006). Maintaining the personal touch in a growing program: Strategies for establishing social presence in online classes. Journal of the Research Center for Educational Technology. Link to the article

This article documents the importance of social presence in online classes and offers a number of examples that demonstrate how social presence of both student and teacher can be increased.  (T. Hrubik-Vulanovic)

 

Stainfield, J. ; Fisher, P;  Ford B.; Solem M. (1996) Journal of Geography in Higher Education.  Retrieved from: http://www.stanford.edu/dept/SUSE/projects/ireport/articles/3D/3458576.pdf

(This is an article by several college professors who studied the impact of virtual field trips in education and the software and tools used to complete the lesson The use of technology in the classroom in gaming is examined..) (McCleese)

 

Sun, K., Y. Lin, and C. Yu. 2008. A study on learning effect among different learning styles in a Web-based lab of science for elementary school students. Computers & Education 50 (4):1411–22    Link to the article

The study finds answer to 4 questions:Does Web-based science lab improve student learning? Do all learning styles benefit from Web-based science lab? Which learning style benefits most from the inclusion of Web-based science lab? Do students like using Web-based science lab?(T. Hrubik-Vulanovic) 

 

Waldeck, J.H. (2008). The development of an industry-specific online learning center: Consulting lessons learned. Communication Education, 57 (4), 452-463.  doi 10.1080/03634520801894747. 

Based on a case study in which the author worked for a consulting firm on designing an online learning portal for a national association, this article provides “lessons learned” that are applicable to most instructional design situations, not strictly those undertaken in a consulting engagement.  The case emphasizes the importance of planning the overall effort and truly understanding the audience.  A solid understanding of the audience’s needs was coupled with sound online design theories to produce an engaging learning portal, with examples and principles that have valid use in formal educational environments as well.  (Wills) 

Wang-Nastansky, P. (2008). Contextual learning on-demand at the workplace – strategy, model, and practice. International Journal of Advanced Corporate Learning, 1 (2), 42-49. doi 10.3991/ijac.v1i2.565. 

In this article, the author extends the traditional definition of learning objects to the new term “knowledge nuggets,” which includes “not only all digital files, data, and information but also digital artifacts resulting from workplace collaboration.”  Using that definition for the content available in a learning environment, the author proposes a shift from single context information sets to multiple context information sets; in this multiple context model, the central concept is not linked to single parameters, but rather to parameters that also have their own multiple interactions.  Much of the research comes from the author’s attempt to institute a knowledge management system using Lotus Notes, but there is no data given as to the success or overall adoption of the approach.  (Wills)  

Wilkins, D. (2009). Learning 2.0 and workplace communities. T+D, 63(4), 28-30. 

This short article presents three “social learning” models that can be expected to increase the effectiveness of workplace learning.  Wilkins contends that traditional workplace learning often omits the interpersonal interactions that permit learners to more deeply internalize their learning.  The three models – embedding social media within formal learning, wrapping social media around formal learning, and utilizing social media outside of a formal learning environment – offer learners options to extend their formal learning outside of that formal environment and by so doing, improve the efficiency and productivity of workplace learning programs. (Wills) 

Wuensch, K., Aziz, S., Ozan, E., Kishore, M. & Tabrizi, M. (2008). Pedagogical     Characteristics of Online and Face-to-Face Classes. International Journal on E-    Learning. 7 (3), pp. 523-532. Chesapeake, VA: AACE.

The article details the findings of a survey study that detailed the strengths and weakness of online and face-to-face classes. The article also examines how there is a need to improve and modify online learning experiences to better capture the strengths of traditional classes as the authors feel that online learning is the way of the future. (RICHARDS)

 

Yu-Chu, Y. (2010). Analyzing Online Behaviors, Roles, and Learning Communities via Online Discussions.Journal of Educational Technology & Society, 13(1), 140-151. Retrieved from Education Research Complete database.

 

This study addresses online learning communities, behaviors and roles associated with online learning classes.  From this study they determined that the behaviors that are most often used are creating a positive atmospheric, proivding input on group assignments, and assisting with reminders for upcoming assignments.  (Kromhout)

  

Yukelturk, E. (2009). Do entry characteristics of online learners affect their satisfaction? International Journal of E-learning, 8 (2), 263-281.

This article addresses issues (including attrition, committment to distance learning, recommendations to other students, demographics, locus of control, and self-efficacy) that are related to students' satisfaction with their online learning experiences. Research on measuring these factors at a Turkish school was detailed.  (McCombs) 

  

Boghikian-Whitby, Seta and Mortagy, yehia (2008). The Effect of Student Background in E-Learning--Longitudinal Study Issues in Informing Science and Information Technology, 5 (107-126) 

This article looks at four different hypotheses that compare face to face vs online and tradition vs non traditional.  Research was completed at the University of La Verne, La Verne CA.  (Bach)

 

Wallace, P. (2009). Distance learning for gifted students: Outcomes for elementary, middle, and high school aged students. Journal for the Education of the Gifted,      32(3):295–320. This is an interesting article that looks at the benefits of online learning in regards to one subgroup of learners with above average learning.      (Stoyle) 

Peggy E. Steinbronn and Eunice M. Merideth( 2008) Perceived Utility of Methods and Instructional Strategies Used in Online and Face-to-Face Teaching Environments.  , Innov High Educ, Vol 32      This article looks at several methods and strategies used in online classes as well as face-to-face classes. (Bach)

 

Lynna J. Ausburn (2004).  Course Design Elements Most Valued by Adult Learners in Blended Online Education Environments: An American Perspective.  , International Council for Education Media(327-337).  This is a very interesting study that looks at the design elements that non-traditional students value in blended online/face-to-face classes. (Bach)

 

Jorge Gaytan and Beryl C. McEwen(2007). Effective Online Instructional and Assessment Strategies.  The American Journal of Distance Education, 21(3), (117-132) This article looks at several different instructional design strategies for online classes and determines their effectiveness and highlights the most effective ones. (Bach)

 

Eunjoo Oh and Suhong Park (2009).  How Are Universities involved in Blended Instruction. Journal of Education Technology and Society. Vol. 12 Issue 3, (327-342).  The article examines faculty involvement in blended instruction and their attitudes towards the instruction method.  It also explores how universities support faculty in their current practices on blended instruction. (bach)

 

Russel Ravert and Michael Evans (2007).  College Student Preferences for Absolute knowledge and Perspective in Instruction:  Implications for Traditional and Online Learning Environments.  Quarterly Review of Distance Education.Vol. 8 Issue 4, (321-328)  Students are surveyed on a scale to designed to measure preference for absolute knowledge and perspective in instruction, including online discussions. (Bach)

 

Eugene Walker and Erika Kelly (2007).  Online Instruction:  Student Satisfaction, Kudo, and Pet Peeves. Quarterly Review of Distance Education. Vol. 8 Issue 4, (309-319)  This article looks at students who have taken an online course and gauge their satisfaction, what they liked, and what they didn't like.  (Bach)

 

Christopher Glaves (2007).  The Pros and Cons of Online Instruction.  Chronicle of Higher Education. Vol. 55 Issue 41, (A23-A23).  This article is a brief look at the good and bad qualaties of online instruction. (Bach)

 

Alan Salmoni and Maria Gonzales (2008). Online Collaborative Learning: Quantifying How People Learn Together Online. Medical Teacher. Vol. 30 Issue 7, (710-716) The article looks at how medical students applied their knowledge to an online collaborative learning method. (Bach)

 

Slagter van Tryon, Patricia and Bishop, M.J. (2009).  Theoretical Foundations for Enhancing Social Connectedness in Online Learning Environments. Distance Education  Vol. 30 Issue 3, (291-315)  This article presents the theoretical foundation for how social information processing and group structure theories may be combined to assist instructional designers in further examining the social system perceived by the online learner. (Bach)

 

Matuga, Julia M. (2009).  Self Regulation, Goal Orientation, and Academic Achievement of Secondary Students in Online University Courses.  Journal of Educational Technology & Society.

Vol. 12 Issue 3, (4-11).  This article investigated the self-regulation, goal orientation, and academic achievement of secondary students who completed online university courses in the sciences.  The study explored the changes of students enrolled and the relationship between these factors and student achievement.  (Bach)

 

Ke, Fengfeng and Xie, Kui (2009).  Toward Deep Learning for Adult Students in Online Courses. Internet & Higher Education. Vol. 12 Issue 3/4, (136-145).  This article examines adult students learning engagement in online classes and explores the impact of online course design models and the type of online discussion on adult students self-precieved and observable learning performance. (Bach)

 

Snyder, Martha M. (2009).  Instructional-Design Theory to Guide the Creation of Online Learning Communities for Adults.  TechTrends: Linking Research & Practice to Improve Learning. Vol. 53 Issue 1, (45-57).  This article presents a study on online learning communities for adults and ID theories.  It proposes a design theory that provides support for a sense of community and serving as the basis for the improvement of instructional design prescriptions on how to use new web tools. (Bach)

 

Barbour, Michael and Plough, Cory (2009).  Social Networking in Cyberschooling: Helping to Make Online Learning Less Isolating. TechTrends:  Linking Research & Practice to Improve Learning. Vol. 53 Issue 4, (56-60)  This article discusses the undertaking of an online school to address social aspects of it's courses through the use of social networking and describes the growth of similar schools in the country. (Bach)