Part Two

Bibliography
Curtis, D. D., & Lawson, M. J. (2001). Exploring collaborative online learning. Journal of Asynchronous
Learning, 5(1), 21-34.
Davies, R. S., Dean, D. L., & Ball, N. (2013). Flipping the classroon and instructional technology
intergration in a college-level information systems spreadsheet course. Educational Technology
Research and Development, 563-580.
Flowers , J. (2001). Online Learning Needs in Technology Education. Journal of Technology Educatoin,
13(1).
Forsey, M., Low, M., & Glance , D. (2013). Flipping the sociology classroom: Towards a practice of online
pedagogy. Journal of Sociology, 49(4), 471-485. doi:10.1177/1440783313504059
Herreid, C. F., & Schiller, N. A. (2013). Case studies and the flipped classroon. Journal of College Science
Teaching, 42(5), 62-66.
Herrington, J., Oliver, R., & Reeves, T. C. (2003). Patterns of engagement in authentic online learning
environments. Australian Journal of Educational Technology, 19(1), 59-71.
Park, Y. J., & Bonk, C. J. (2001). Synchronous learning experiences: distance and residential learners'
perspectives in a blended graduate course. Journal of Interactive Online Learning, 6(3), 245-264.
Strayer, J. F. (2012). How learning in an inverted classroom influences cooperation, innovation and task
orientation. Learning Environment Research, 15(2), 171-193. doi:10.1007/s10984-012-9108-4

Part 3

Annotated Bibliography for Online Learning

Curtis, D. D., & Lawson, M. J. (2001). Exploring collaborative online learning. Journal of Asynchronous
Learning, 5(1), 21-34.
When it comes to online learning, the implication of an online discussion board that fosters collaboration
proves to be effective. There are some downfalls, such difficulty planning, lack of reliable real-time
interaction support tools, and the length of time it sometimes takes in order to collaborate online versus
face-to-face. However, there is some commonality between collaborative behaviors online and face-to-
face behaviors, which is very important for effective learning in an online setting.

Flowers , J. (2001). Online learning needs in technology education. Journal of Technology Education,
13(1).
When it came to online learning needs, a variety of views emerged although interest was evident in
many different subjects of online learning. Some barriers arose in regards to online learning, including
lack of awareness, a perception that online learning is too impersonal, and the opinion that online
learning is of inferior quality. Some advice offered to online learning providers was to offer more online
classes and workshops, ensure the quality of the classes being offered, and promote and advertise online
learning oppurtunities to a wider audience.

Herrington, J., Oliver, R., & Reeves, T. C. (2003). Patterns of engagement in authentic online learning
environments. Australian Journal of Educational Technology, 19(1), 59-71.
As there is a transition and more opportunities for students to engage in online learning, there is an
increased need for strategies to encourage and support students, especially those who are new to the
online learning world. Teacher support and peer scaffolding are two strategies that could be applied in
order to assist students who are reluctant and hesitant about online learning and who may give up after
the first couple of weeks of uncertainty and frustration. Once students are able to make it through the
initial period of being uncomfortable, they will develop familiarity the skills needed in order to succeed.






Part Four

Information literacy is a skill that is in high demand from both teachers and students in todays
society. We live in a world where countless amounts of information are at our fingertips. At any given
point we can find the answer to basically any question that we might have. However, with so many
people having access to the internet and being able to alter it and put whatever they would like on
there, it is very important to be able to decipher what is valuable information and what information is
not reliable. We must also still have the skills to find books and other resources in libraries because that
is also a very valuable resource. Overall, being informationally literate allows someone to find, sort, and
use the most valuable information possible in order to not only learn, but learn what is true.
Accessing, evaluating, and using information in the 21
st
Century is very important. There are so
many false or biased sources for information that could lead inquiring minds in the wrong direction
when it comes to information. First of all, reliable information could be difficult to find, and it important
that students know how to access it. There are many different ways of accessing information such as
online journals and articles and libraries. Students and teachers alike need to be able to locate these
resources in both areas and be able to tell whether or not they are relevant and reliable. Next, they
need to evaluate the information. See who wrote it or when it was published. Check the sources used on
the article. All of these things can help determine the validity of the article. Next, being able to properly
use the information is equally important. Knowing how to cite it and make sure that plagiarism is
avoided at all cost is an essential part of using any sort of information.
Information literacy is reflected in the ISTE standards for teachers in many different ways. First
of all, it highlights the fact that teachers must keep up to date on new teaching methods and new
technology. A lot of this is found through information found online in journals. It also states how
teachers must help their students be informationally literate by having research projects and guiding the
students through finding sources and figuring out whether or not that source is reliable. All of these are
laid out in the ISTE standards for being important skills that should be taught to students in the 21
st

Century.
Understanding plagiarism, copyright, and fair use to information are all extremely important as
well. It is so easy to accidently violate copyright laws and plagiarize without even meaning to or even
knowing that you are violating them. There are very strict laws put in place to keep people from stealing
the hard work of others. We are free to use the information, but we must make sure that we give credit
where credit is due and cite it correctly. Citing is something that is going to be used for virtually every
paper we right for the rest of our lives, and it is important we develop the essential skills of knowing
exactly how to cite the information that we find online or in books. Since this is how we learn new things
and find new information, it is important we do not violate any laws that could potentially have legal
consequences if we are going to use the work of others.
In conclusion, the increase in technology in general has led to increased access to more
information. The answer to virtually any questions that we might have can be found with the stroke of a
few keys. This access to information is a great benefit to teachers and students alike, but it is becoming
exceedingly more important that we learn how to access, evaluate, and use this information correctly.