Stephanie Hicklin EDET 650 Annotated Bibliography October 15, 2012

Barbour, M. (2005). Design of Web-Based Courses for Secondary Students. Journal of Distance Learning, 9(1), 27-36. Retrieved October 15, 2012, from http://journals.akoaotearoa.ac.nz/index.php/JOFDL/article/viewFile/122/86 This study set out to answer the question, What characteristics do developers, teachers, and students perceive as important for an effectively designed Web-based course for secondary school students? The study focuses on the history of design at the Centre for Distance Learning and Innovation in Newfoundland. Data was collected by telephone interviews from 24 administrators, teachers, and students. The study tracked how students navigated online courses, which order they visited links, and which sections they skipped all together. The results of the interviews helped the authors to create 10 guidelines for designing effective online courses. The study also shows how each section of the online courses in this study relate to Gagnes Nine Events of Instruction.

Carr-Chellman, A., & Duchastel, P. (2001). The Ideal Online Course. Library Trends, 50(1), 145-58. Retrieved October 12, 2012, from https://pallas2.tcl.sc.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eri c&AN=EJ639630&site=ehost-live Carr-Chellman and Duchastel set out to determine if there is an ideal online course. The admit upfront that there are probably several variations of ideal. This article is quite dated and is evidenced by many of the technologies they reference. Once example is that they recommend that instructors do not use online text or reading material because of poor screen resolution that does not compare to what students are used to seeing in print. Their recommendations are related to content elements that is seeded in sound instructional design principles (objectives, goals, etc.) and technology elements that are available to help delivery the content (audio, conferencing, video, chat, etc). One recommendation that I agree with is that of prior students work. I, myself, find this very helpful and have noticed that most of my online instructors have also used this in their online instruction. The authors also discuss how ideal online course would continue to evolve over time and technologies continue to improve at a rapid pace. Chen, P., Lambert, A., & Guidry, K. (2010). Engaging online learners: The impact of Web-based learning technology on college student engagement. Computers & Education, 54(4), 1222-1232. Retrieved October 15, 2012, from http://www.sciencedirect.com.pallas2.tcl.sc.edu/science/article/pii/S0360131509003285 Chan and Guidry have asked several questions in relation to how students in higher education use technology to become more engaged in learning. They specifically set out to answer three questions: how often do college students in different types of courses use the Web and Internet technologies for

course-related tasks, do individual and institutional characteristics affect the likelihood of taking online courses, and does the relative amount of technology employed in a course have a relationship with student engagement, learning approaches, and student self-reported learning outcomes? Data was collected through a survey of students at 45 Four-year colleges. Total survey responses received were 23,706 out of a possible 77,714 that were mailed out to first year college freshmen. The research found many things about online learners and their use of Internet and technology to learn. Gill, W. E. (2011). The Ready to Teach Program: A Federal Initiative in Support of Online Courses for Teachers. Online Submission, Retrieved October 12, 2012, from http://web.ebscohost.com.pallas2.tcl.sc.edu/ehost/detail?vid=12&hid=7&sid=6dee4f9e-86de45a9-bb566c44435b7b0d%40sessionmgr15&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=eric&AN=ED 530966 Dixson, M. (2010). Creating effective student engagement in online courses: What do students find engaging?. Journal of the Scholarship of teaching and learning, 10(2), 1-13. Retrieved October 12, 2012, from http://www.eric.ed.gov/PDFS/EJ890707.pdf Doherty, I. (2010). A Learning Design for Engaging Academics with Online Professional Development Modules. Journal of Learning Design, 4(1), 1-14. Retrieved October 12, 2012, from http://www.eric.ed.gov/PDFS/EJ910050.pdf Jianxia, D., Havard, B., & Heng, L. (2005). Dynamic online discussion: task-oriented interaction for deep learning. Educational Media International, 42(3), 207-218. doi:10.1080/09523980500161221, Retrieved October 12, 2012, from https://pallas2.tcl.sc.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9 h&AN=17539754&site=ehost-live Keramidas, C., Ludlow, B. L., Collins, B. C., & Baird, C. M. (2007). Saving Your Sanity When Teaching in an Online Environment: Lessons Learned. Rural Special Education Quarterly, 26(1), 28-39, Retrieved October 12, 2012, from https://pallas2.tcl.sc.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eft &AN=508026574&site=ehost-live Lee, K. (2004). Web-based Courses for All Disciplines: How?. Journal of Educational Media and Library Sciences, 41(4), 437-447. Retrieved October 12, 2012, from http://www.fed.cuhk.edu.hk/en/jemls/200400410004/0437.htm

Reeder, C. (2010). Keys to Creating a Successful Online Course for Do-It-Yourselfers. Education Digest: Essential Readings Condensed For Quick Review, 75(5), 24-27, Retrieved October 12, 2012, from https://pallas2.tcl.sc.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eri c&AN=EJ873640&site=ehost-live