Michelle New EDET 650 Annotated Bibliography October 15, 2012 Aragon, Steven R., Johnson, Scott D.

& Shaik, Najmuddin. (2002): The Influence of Learning Style Preferences on Student Success in Online Versus Face- to-Face Environments. American Journal of Distance Education, 16(4). Retrieved from http://dx.doi.org/10.1207/S15389286AJDE1604_3 This study focused on determining how learning style preferences have an impact on student success in online courses versus traditional, face-to-face courses. The researchers use three learning style instruments to determine the learning styles of the participants. They used the Student Learning Style Scale, Learning and Study Strategies Inventory, and the Learning Style Inventory. The results of the study showed differences in learning styles of online students versus faceto-face students but did not find any link between their learning style and their success in the course. Auburn, Lynna J. (2004). Course design elements most valued by adult learners in blended online education environments: an American perspective. Educational Media International, 41(4). Retrieved from http://dx.doi.org/10.1080/0952398042000314820 The researchers chose to use adult learners to help determine what elements in course design are more valued in blended learning environments (combination of face-to-face and web-based learning). The study provides both online course features and instructional design goals that were selected by these adult learners as most important when they filled out a questionnaire. The results of the study showed that the top ranking online course feature was that it is structured and that guidance and confirmation are offered to the students. Ranked at the very bottom of online course features were communication features. The students also ranked course instructional goals as well and the study found that the highest ranked goal was that the course offer options of individualization or customization. Brusilovsky, P. (1998). Web-based education for all: a tool for development adaptive courseware. Computer Networks and ISDN Systems 30(1-7). Retrieved from http://www.sciencedirect.com/science/article/pii/S0169755298000828#

In this article, the authors discuss a very important issue in education: being able to reach each student, regardless of background, prior knowledge, etc. They present ideas on how to develop adaptive courses. The main focus of their article discusses developing adaptive web-based textbooks using InterBook.

Dutton, J. How do online students differ from lecture students? Journal of Asynchronous Learning Networks 6(1). Retrieved from http://uwf.edu/ATC/Guide/PDFs/how_online_students_differ.pdf This article discusses a study conducted to determine the differences between online students and face-to-face (lecture) students. The researchers not only wanted to know the differences between then two types of students but also but determine what factors influence their performance depending on which type of course they are in. Data was collected using surveys, student records and test scores. Results showed that online students chose their course format due to conflicts such as work, travel time, flexibility, etc. Lecture students chose that course format for the interaction with instructors and fellow students as well as needing to hear a lecture. Results of the performance levels showed that online students made higher grades than lecture students. Gold, S. A constructivist approach to online training for online teachers. Journal of Asynchronous Learning Networks 5(1). Retrieved from https://admission.kettering.edu/sites/default/files/resource-file-download/ConstructivistApproach.pdf This study focuses on what the role of the teacher is in an online learning environment. The authors focus specifically on the training that is needed when teachers make the transition form face-to-face instruction to online. The study discusses a specific faculty development training course that is used to prepare teachers to effectively work in an online learning environment. The results of this study showed that those teachers who participated in the course, dramatically changed their attitudes about online learning as well as were now more willing to use online mediums in their courses.

Mason, R. (2001). Models of Online Courses. Ed at a Distance 15(70). Retrieved from http://www.johnsilverio.com/EDUI6704-7804/Assignment1AReadings/ModelsOfOnlineClass.pdf. The author of this article provides a framework for designing online courses. Three online course models are introduced and discussed in the article. Not only does the author discuss these model, but they also present examples of these models being used at UK Open University. The author also includes a list of important issues that need to be addressed in online course development and design. Picciano, A. G. (2002). Beyond Student Perceptions: Issues of Interaction, Presence, and Performance In An Online Course. Journal of Asynchronous Learning Networks 6(1). Retrieved from http://faculty.weber.edu/eamsel/research %20groups/on-line%20learning/picciano%20(2002).pdf. This is a study that compared performance in an online course to the students interaction and sense of presence in the course. Twenty-three students participated in this study and were placed in an asynchronous modeled course. Data was collected throughout the course as well as in a satisfaction survey. The results of the study showed that there is a strong relationship between the students perception of their interaction in the course and their perception of the quality and quantity of their learning. However, the results of actual measures of interaction and performance was mixed and not consistent. Saba, Farhad. (2005): Critical Issues in Distance Education: A report from the United States. Distance Education, 26(2). Retrieved from http://dx.doi.org/10.1080/01587910500168892 This article discusses how distance education has grown in the United States and look at and analyze the social science paradigm of distance education. The author discusses the many factors that have contributed to the growth of distance education in the recent years. He not only discusses distance education in public education but also various other areas in society that it is used such as armed forces, government programs, etc. Schrum, L. (2002). Dimensions and Strategies For Online Success: Voices From Experienced Educators. Journal of Asynchronous Learning Networks 6(1). Retrieved from http://actxelearning.pbworks.com/f/10.1.1.109.3649.pdf.

The authors chose to use experienced educators as their frame of reference for this article. This article discusses the different aspects of being a successful online learners. The experienced educators then reviewed the different characteristics that were identified as being significant in being a successful online learner. The results of the study yielded seven dimensions or characteristics of student success in an online learning environment. Song, Liyan, Singleton, Ernise S., Hill, Janette R., Koh, Myung Hwa. Improving online learning: Student perceptions of useful and challenging characteristics. The Internet and Higher Education, 7(1). Retrieved from http://dx.doi.org/10.1016/j.iheduc.2003.11.003

This study sought to understand online learners perceptions of online learning, both good and bad. Data was collected from seventy-six students who completed a survey. Most students stated that they think that the design of the course, their comfort with online technologies, and time management skills are all helpful to their success in online learning. The majority also agreed when it came to the challenges as well; most said that a lack of sense of community, difficulty understanding the goals, and technical problems challenged their success as an online learner.