Amanda Hunter

OMDE608
September 23, 2014
Assignment #1
Berge, Z. L. (1995). The role of the online instructor/facilitator. E-Moderators.com. Retrieved
from http://www.emoderators.com/moderators/teach_online.htm
Berges (1995) discusses online interaction and the role of the professor in moderating,
facilitating and hosting classroom culture and discussion. He explains the instructor is responsible for
communicating tasks and assignments, creating a social environment, administrative communication
and assisting with technical concerns (p. 2). The article also includes tips for instructors including clear
articulated directions, setting realistic expectations, and acting helpful and approachably. Social
recommendations like communicating with cultural sensitivity, using appropriate humor, and modeling
interaction by participating. Berges list of managerial recommendations assist the instructor is teaching
and mentoring while encouraging independent research from their students.
Brindley, J. E. (1995). Learner services: Theory and practice, Distansutbildning i itveckling,
Rapport nr. 11 (pp. 23-34). Umea, Sweden: University of Umea
Brindleys (1995) article examines the progress in distance education and its newfound image of
a legitimate form of education. As distance education grows, the need for more personalized programs
and services grows. This article explains that those teaching and providing distance education courses,
often do not have the theories behind their practices and seeks to provide some theories to address
this. Brindley (1995) also includes a helpful chart that contains the contextual factors, values/philosophy
of education, and research data that lead to goals of intervention, and models/services offered (p. 26).
This diagram assists readers in choosing the right tools to accomplish their goals. The article also
describes the conceptual model as something that shows how the interventions can be used within the
college/university. Finally, the author reminds the reader of the importance of remembering the
political, fiscal and technological issues that affect these interventions.
Brown, M. (2012). Learning analytics: Moving from concept to practice. Educause Learning
Initiative Brief. Retrieved from http://www.educause.edu/library/resources/learning-analyticsmoving-concept-practice (http://www.educause.edu/library/resources/learning-analytics-movingconcept-practice)
Brown (2012) opens the article by explaining learning analytics (LA) as the data that contributes
to better understanding what contributes to a successful student. LA is still a relatively new field, but
currently measures dispositional, performance, and students academic work. After measuring these
things, the data is analyzed for trends and can be used to improve the classroom and learner
experience.

 Harris, R., Simons, M., & Bone, J. (2000). Functions and actions of the workplace trainer. In R.
Harris, M. Simons, & J. Bone, More than meets the eye. Rethinking the role of workplace trainer
(pp. 30-41). Kensington Park, SA, Australia: National Centre for Vocational Education Research
(NCVER). Retrieved from http://www.ncver.edu.au/research/proj/nr7035.pdf
In this article, the authors recognize the paradigm shift from supply to demand driven training in
the workplace. Workplace trainers often serve as instructors in these training courses. A study of
workplace trainers shows the difficulty of presenting material, training peers while working, and overall
low competency of the trainers. The article shares suggestions for creating an environment more
suitable for trainers that begins with corporate training and also recognizes the informal training that
frequently occurs in the workplace.
Conrad, D. (2002). Engagement, excitement, anxiety and fear: Learner's experiences of starting
an online course. The American Journal of Distance Education, 16(4), 205-226.
In Conrads (2002) article, he presents and analyzes a research study on students first
experiences with online learning. First time online learners often experience unique emotions and
reactions and the results of the survey attempt to assist educators and administrators. The article
reports that the two most commonly reported adjectives students used prior to beginning their first
courses were curiosity and fear, but most matriculation learners indicated community and engagement
as instrumental to their success and involvement in the classroom. The study also provided data related
to the technical aspects of online learning including when to gain access to the course and the use of
electronic supplemental materials and on integrating online learning into the adult learners lifestyle.
The article also explains study results in relation to student expectations for faculty members,
classmates and course content.

Dirr, P. (1999). Putting principles into practice: Promoting effective support services
for students in distance learning programs. A report on the findings of a survey.
Western Interstate Commission for Higher Education. Retrieved from
http://www.wiche.edu/Telecom/Projects/studentservices/index.htm

Dirrs (1999) article includes a research study on student services both before and
during matriculation in a distance education program. This article began by explaining what
distance education programs are and why they are valuable. Then, Dirr provided statistical
information from the study respondents on the delivery methods, types of programs, locations
of learners, cost of tuition, reception sites, and the use of student support services.
Interestingly, the article included survey responses on the marketing and recruitment of
distance education programs. Dirr also includes statistics on registration, student support,
technical assistance and academic advising. This is a helpful article to show the current state
of distance education and the desires versus realities for students.
Frankola, K. (2000). Why online learners drop out. Workforce.com. Retrieved from
http://www.uni-oldenburg.de/zef/cde/support/readings/frankola.htm

Frankolas (2000) article discusses a distance education industry taboo- drop out rates. Distance
learner drop out rates are higher than that of traditional face to face learners. The article attempts to
explain this by lack of students time management, support, and motivation. Additionally, courses that
are poorly designed or taught and technology can lead to a higher drop out rate. The article suggests
setting the proper expectations for students prior to their first online course and provide them with
services like tutors (p. 3). Frankolas article advocates instructors should find ways to create community
and interaction because this can prevent drop out.
McLoughlin, C., and Marshall, L. (2000). Scaffolding: A model for learner support in an online
teaching environment. In A. Herrmann and M.M. Kulski (Eds.), Flexible Futures in Tertiary
Teaching. Proceedings of the 9th Annual Teaching Learning Forum, 2-4 February, 2000. Perth:
Curtin University of Technology. Retrieved from http://www.unioldenburg.de/zef/cde/support/readings/loughlin2.htm
McLoughlin and Marshalls (2000) article begins by recognizing many online educators do not
focus on the skills needed to be a successful online learner. Learning online requires additional skills
that (previously) traditional student may lack including articulation, self regulation, a reportiore of
learning strategies, and self assessment (p. 2). Then the author presents scaffolding as a solution to
implementing lessons and resources to assist students in achieving the aforementioned skills.
Scaffolding helps learners develop these skills through an instructor or fellow student. The article also
encourages course facilitators to create virtual classrooms that enable students to learn these new skills
with ease.
Rumble, G. (2000). Student support in distance education in the 21st century: Learning from
service management. Distance Education, 21(2), 216-235.
Rumble (2000) article asserts that distance education instructors have an advantage in
using services because they are more articulate in their services, non-complacent, and
students demand high levels of customer service from their education institution (p. 217).
Rumble further explains that student support does not just include materials and academic
resources, but also include career counseling, financial guidance and support for disabled
learners. The article also reminds readers of the importance of giving advice and guidance
throughout the life of a student- from admissions to graduation.
Shea, P., & Armitage, S. (2003). Beyond the administrative core: Creating webbased student services for online learners, resources, guidelines (Research Report:
11627). Retrieved from the Western Interstate Commission for Higher Education
website: http://www.wiche.edu/pub/11627
This resource provides readers with a comprehensive overview of providing services to
students taking courses online. These services include administrative, academic, student
communities, personal services and communication services (p. 29-30). It shows a sample
syllabus that (if used in the classroom) would contain links to multimedia resources for
students. The authors emphasize the importance of simplicity and ease for students as they
search for and utilize internal classroom resources and external, web-based resources. This

resource is also helpful because it provides case studies and timelines for implementing these
services.
Wihak, C. (2007). Prior learning assessment & recognition in Canadian
universities: view from the web. (http://www.eric.ed.gov/PDFS/EJ771050.pdf)
Canadian Journal of Higher Education, 37(1), 95-112.
Wihaks (2007) article discusses prior learning assessment and recognition (PLAR)
which includes work and life experience credits. As distance education typically includes
adult learners, institutions need to consider their admission needs. Schools that utilize PLAR
recognize and offer admission and/or credit hours to learners with life and work experience.
However, PLAR has been met with opposition by many institutions because they doubt its
academic or intellectual value. This article also includes a study of PLAR at Canadian based
higher education institutions.