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Annotated Bibliography Why Kill the Somali When We Can Teach Them To Make Guns? Kaleb Templeton Malcolm Campbell ENG-1103 October 16, 2012

Annotated Bibliography

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Asunka, Stephen. "Online Learning in Higher Education in Sub-Saharan Africa: Ghanaian University students' experiences and perceptions." The International Review of Research 2012 In this article, Stephen Asunka of Columbia University discusses a survey conducted in Ghania, Africa, in which several participants in an online program in Africa reported dissatisfaction with online courses, and stated that they would have enjoyed the classes more if they had been in a face-to-face format. This source forms the diametric sition to the source contributed by Macdonald, Bullen, and Kozak, as, in their tive feedback was given. This can be used in my paper to make a very oppoin Open and Distance Learning [Online], 9.3 (2008): n.p. Web. 12 Oct.

article, posi-

important distinction:

that internet familiarity and ease of access is vital to having a well run online education program. Its no coincidence that this survey was conducted in Ghania -- a place where less

than 1.8% of citizens have access to computers-- received negative feedback (compared to that is my other source in South Africa, in which a much positive reviews of online learning were given), but the South Africa (which has a much more thoroughly larger population had access and same kind of survey conducted in

developed internet infrastructure) was met

with positive acclamations. In this vein of logic, so I will assert in my argument (or postulation, as the case may be), that one of the major components to a successful online education

program is having easily accessible internet, as well as ways to make people familiar with it (a point that may seem obvious, but really isnt in a place where electricity is almost too sporadic to allow them to keep their computers running), as well as that . Ap-

Macdonald, Iain, Mark Bullen, and Robert Kozak. "Identifying Effective Pedagogical

proaches for Online Workplace Training: A case study of the South African wood products man-

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ufacturing sector." The International Review of Research in Open and Distance Learning [Online], 8.3 (2007): n.p. Web. 12 Oct. 2012 A peer-reviewed article from Macdonald, Bullen, and Kozak of the University of British Columbia that explores the success of an online program in educating members of a woodworking industry. The program utilized asynchronous conversation and goal based tasks as well as quizzes and assignments and ultimately (according to the authors of the article) received positive reviews from the students, while making the point that the area in which this survey was conducted contained one of the highest rates of internet access in Africa, as well as the most highly developed internet infrastructure. I plan on using this article to draw a comparison to the article by Stephen Asunka regarding the negative reception of online education in Ghania, which has a significantly decreased level of access to the internet. Using this point, it can be argued that internet access and iarity are absolutely vital in terms of the success of online education programs in Africa. Mpofu, Vongai, Tendai Samukange, Lovemore M Kusure, Tinoidzwa M Zinyandu, Clever Denhere, Shakespear Ndlovu, Renias Chiveya, Monica Matavire, Leckson Mukavhi, Isaac Gwizangwe, Elliot Magombe, Nyakotyo Huggins, Munyaradzi Magomelo, Fungai Sithole, and Chingombe Wiseman. "Challenges of virtual and open distance science teacher education in Zimbabwe." The International Review of Research in Open and Distance Learning [Online], 13.1 (2012): 207-219. Web. 12 Oct. 2012 famil-

Fifteen teachers from the Bindura University of Science education elaborate on some of the challenges faced by both the students and the teachers in an online higher education environment that are in direct interference with the Education For All (EFA) project set in motion by UNESCO. This article is credible because it is peer-reviewed and originates

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from an accredited university. This article will be vitally important to my paper to consolidate the existence of certain problems keeping IODHE from being implemented in order to understand fundamentally what must be done to overcome them such as congestion in VODL centers (where students can go to access the internet, and therefore, classes), the antiquated nature of the courses offered (adapted from methods meant face-to-face teaching), the need for more qualified instructors (only thirty two percent their for of the

instructors mentioned in this survey were actually science teachers), and the need to compensate or minimize student issues such as familial disruptment and monetary insufficiency. In this

manner, I plan to accentuate my source on the layout of an online program (Sadykova & Dautermann) with this source, as having a first-hand account from these teachers will greatly add to the validity of the arguments made by supplying a more and focusing on the effectiveness (and room for improvement) specifically, which coincides more closely with my topic. Sadykova, Gulnara and Jennie Dautermann. Crossing Cultures and Borders in Online Distance Higher Education. Journal of Asynchronous Learning Networks, v13 n2 p 89114 Aug 2009. 26 pp. Web. 14 Oct. 2012. personal touch to the point of online education in Africa

This peer-reviewed article by Sandykova of the University at Albany and Dautermann of the SUNY Center for Professional Development in Syracuse explores stratagem for IODHE programs in regard to establish areas of concern and recommend solutions. First, areas of change are filed under four discourse domains, (Student discourses and learning models, discourses of the institutions, faculty discourses and teaching models, and technology discourses of an IODHE course) which are then addressed individually by domain. This assures that thorough coverage is given to every problem area imag-

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inable, such as asynchronous discussion, faculty training, and students language barriers. I plan to use this source to reinforce the source written by Mpofu and co. sources I sorted through, this one by far seemed to be the most because, of all the

popularly mentioned. I found

it at least four different times on two google searches, NC Live, and The International Review of Research in Open and Distance Learning (a Knowing this, the source also works hand and reinforce what is said. Siegfried, K.. Education: Online Learning Inspires Refugees. Integrated Regional Information Networks: Humanitarian News and Analysis [Online], n.d, 10, apr. 2012. Web. 12 Oct. 2012. database for peer reviewed IODHE articles).

in hand with my article on problems to compliment

Kristy Siegfried of IRIN --a publication of the UN Office for the Coordination of Humanitarian Affairs-- explores the effects of higher online education upon refugees from the Democratic Republic of Congo in this article appealing to the common reader. specific examples to exemplify the positive effects that online education Siegfried uses

is having in Africa,

focusing on the examples of several refugees who have benefitted immensely from the opportunity to expand their education by capitalizing on a free them by the International Catholic NGO Jesuit personal anecdote for the successes of IODHE cheaply introducing education into Africa by online college education provided to

Refugee Service. This article provides a in Africa and the potential that there is for means of the internet. This article will be of

great use to my paper in demonstrating how planting a seed of education can inspire people to engage and vigorously pursue learning, garding the necessity of the internet in Africa. which goes hand-in-hand with my research topic rebringing about effective academic revelation to

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