Annotated Bibliography by Topic
Online Teaching
Overview of Online Teaching
Anderson, T. & Elloumi, F. (Ed.) (2004). Theory and practice of online learning. Athabasca University: Asists providers of online education with useful tools to carry out the teaching and learning transactions online. http://cde.athabascau.ca/online_book/
Andragogy + Pedagogy by Marcia L. Conner: In the information age, the implications of a move from teacher-centered to learner-centered education are staggering. Postponing or suppressing this move will slow our ability to learn new technology and gain competitive advantage. How can we expect to analyze and synthesize so much information if we turn to others to determine what should be learned, how it will be learned, and when it will be learned? http://agelesslearner.com/intros/andragogy.html
Assessing Learning Objectives Bloom's Taxonomy on the Illinois Online Network: Provides a useful structure in which to categorize test questions when assessing student learning. http://www.ion.uillinois.edu/resources/tutorials/assessment/bloomtaxonomy.asp
Dimensions of Learning developed by Robert J. Marzano: A comprehensive model that uses what researchers and theorists know about learning to define the learning process. Its premise is that five types of thinking, called the five dimensions of learning, are essential to successful learning. http://www.mcrel.org/programs/dimensions/whathow.asp
McInnerney, J.& Roberts, T. (2004). Online learning: Social interaction and the creation of a sense of community. Educational Technology & Society, 7 (3), 73-81. The paper suggests that by creating an online sense of self, the participants in an online course can alleviate feelings of isolation and create an online community that assist the learning process. http://ifets.ieee.org/periodical/7_3/8.pdf
Rowe, N. (2004). Cheating in online student assessment: Beyond plagiarism. Online Journal of Distance Learning Administration, Vol. VII, No. II. Summer 2004. State University of West Georgia, Distance Education Center: Online student assessment features in many distance-learning programs. The prevention of plagiarism has been the subject of much attention, but insufficient attention has been given to other problems of dishonesty in online assessment. This is a survey of the types of problems that can occur and what educators can and should do about them. http://www.westga.edu/%7Edistance/ojdla/summer72/rowe72.html
Strategies to Minimize Cheating Online on the Illinois Online Network: Eleven strategies an instructor can use to accurately assess student performance online and minimize a student's temptation to cheat. http://www.ion.uillinois.edu/resources/tutorials/assessment/cheating.asp Vygotsky, L. S. (1978). Mind and society: The development of higher mental processes. Cambridge, MA. Harvard University Press. Vygotsky believed that the life long process of development was dependent on social interaction and that social learning actually leads to cognitive development. He called this phenomenon, the Zone of Proximal Development.
Want to know what it takes to teach online? from Illinois Virtual Campus: In-depth exploration of issues surrounding online learning, including an online faculty development course in the "Making the Virtual Classroom a Reality" (MVCR) series offered by the Illinois Online Network (ION). http://www.ivc.illinois.edu/Faculty
Willis, B. Distance education at a glance Guide 2: Strategies for teaching at a distance. University of Idaho, Engineering Outreach: A how-to teach online guide. http://www.uidaho.edu/eo/dist2.html#teaching%20skills
Theory of Online Course Writing
Doolittle, P. (2001). Multimedia learning: Empirical results and practical applications. Virginia Polytechnic Institute and State University: Research begins to identify various design principles that are both theoretically grounded and educationally applicable. Examines and provides examples of principles of effective multimedia design that are grounded in cognitive psychology. http://www.ipfw.edu/as/tohe/2001/Papers/doo.htm
Gagne, R. M., & Briggs, L. (1979). Principles of instructional design, 2nd ed. New York: Holt, Rinehart and Winston: Describes a rationally consistent basis for instructional design based in cognitive psychology and information-processing theory. Prepares teachers to design and develop a course, unit, and module of instruction; outlines the nine stages of instructional design procedure; and integrates current
Ginther, D. (1999). Cognitive styles and distance education. Online Journal of Distance Learning Administration, Vol. II, No. III. Fall, 1999. Review of research about how to adapt the design of distance education to students' cognitive styles. http://www.westga.edu/~distance/liu23.html
Jetton, T.L., & Alexander, P. A. (2001). Learning from text: A multidimensional and developmental perspective: Summary article from the Handbook of Reading Research: Volume III in Reading Online, 5(1), July/August. http://www.readingonline.org/articles/art_index.asp?HREF=/articles/handbook/jetton/index.html
Vygotsky, L. S. (1978). Mind and society: The development of higher mental processes. Cambridge, MA. Harvard University Press. Vygotsky believed that the life long process of development was dependent on social interaction and that social learning actually leads to cognitive development. He called this phenomenon, the Zone of Proximal Development.
Practice of Online Course Writing
Bloom's Taxonomy (2003). University of Victoria. Benjamin Bloom created this taxonomy for categorizing level of abstraction of questions that commonly occur in educational settings. The taxonomy provides a useful structure in which to categorize test questions. http://www.coun.uvic.ca/learn/program/hndouts/bloom.html
Brown, A. Voltz, B. (2005). Elements of effective e-learning design. International Review of Research in Open and Distance Learning. March - 2005: Elements of effective design that assist in the development of high quality materials in a cost efficient way. We introduce six elements of design and discuss each in some detail http://www.irrodl.org/content/v6.1/brown_voltz.html
Carr, A.M., Carr, C.S. Integrating instructional design in distance education (IDDE). Penn State University. IDDE tool is a web-based performance support system that provides a combination of instructional theories and specific tactics to help support the design of effective distance education lessons. Tool presents methods for integrating instructional strategies into distance education courses and includes instructional classes, strategies, tactics and examples that demonstrate this integration. http://ide.ed.psu.edu/IDDE/default.htm
CAST: Teaching Every Student, Universal design for learning: Introduces the concept of Universal Design for Learning, a framework that can help turn the challenges posed by high standards and increasing learner diversity into opportunities to maximize learning for every student. http://www.cast.org/teachingeverystudent/ideas/tes/chapter1.cfm
Catalyst:Planning steps involved in creating a distance learning course. University of Washington. Outlines and provides examples of the planning steps involved in creating a distance learning course. http://catalyst.washington.edu/planning/dl_planning.html
Creating online discussions that work! Worksheet. Towson University Faculty Online: A summary of planning and conducting online conferences. http://wwwnew.towson.edu/facultyonline/TutorialsAndResources/communication/odplanwrksht.pdf
Dodge, B. (2005) The WebQuest Page. From the Educational Technology Department, San Diego State University. A WebQuest is an inquiry-oriented activity in which most or all of the information used by learners is drawn from the Web. WebQuests are designed to use learners' time well, to focus on using information rather than looking for it, and to support learners' thinking at the levels of analysis, synthesis and evaluation. http://webquest.sdsu.edu
Grabe, M. & Grabe, C. (2001). Integrating technology for meaningful learning. New York, NY: Houghton Mifflin: Textbook provides educators with theory and practice of integrating technology to enhance and extend learning process. Web site provides online resources to support information in the textbook. http://college.hmco.com/education/grabe/int_tech/4e/students/index.html
High Plains Regional Technology in Education Consortium. Rubistar. Creating rubrics for project-based learning activities. http://rubistar.4teachers.org/index.php
Huitt, W. (2001). Motivation to learn: An overview. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. While still not widespread in terms of introductory psychology textbooks, many researchers are now beginning to acknowledge that the factors that energize behavior are likely different from the factors that provide for its persistence. http://chiron.valdosta.edu/whuitt/col/motivation/motivate.html
Klemm, W. R. (1998). Eight ways to get students more engaged in online conferences. THE Journal, August, 1998. Learning is best accomplished when the learner is actively engaged in the process. For online conferencing, this means that we should not allow our students to be lurkers. http://www.thejournal.com/magazine/vault/A1997.cfm.
Martinez, M. (2001). Key design considerations for personalized learning on the Web. Educational Technology & Society, 4(1). Examines how individuals learn in adaptive Web learning environments. Included are guidelines that have evolved from the study's results for designing interactive learning environments from an alternative perspective. http://ifets.ieee.org/periodical/vol_1_2001/martinez.html
McInnerney, J., Roberts, T. (2004). Online learning: Social interaction and the creation of a sense of community. Educational Technology & Society, 7 (3), 73-81. The paper suggests that by creating an online sense of self, the participants in an online course can alleviate feelings of isolation and create an online community that assist the learning process. http://ifets.ieee.org/periodical/7_3/8.pdf
Module to assist faculty in creating and using Web-based media. University of Maryland. Provides information about the selection and use of Web-based media, such as text, audio, video, still images, animated graphics, applets, and scripts, to accomplish a number of different learning strategies. http://www.umuc.edu/virtualteaching/module1/mod1.html
Muilenburg, L., Berge, Z. (2000).A framework for designing questions for online learning. DEOSNEWS 10(2): Describes a theoretical framework for designing questions for starting online discussion and follow-up questions to maintain the discussion. http://www.emoderators.com/moderators/muilenburg.html
National and State Standards at Education World. Presents the objectives of the voluntary National Education Standards for the major subject areas: fine arts, language arts, mathematics, physical education and health, social science, science, and technology; and, provides access to the state standards as well. http://www.educationworld.com/standards
Nielsen, J: (1999) Disabled accessibility: The pragmatic approach. Alertbox, June 13, 1999. Advise on making it possible for users with disabilities to use a Web site according to the official Web Accessibility Initiative Standard (WAI) from the World Wide Web Consortium (W3C). The new design standard includes many of the elements known to enhance the usability of a UI standard, including a clear checklist and specific technical implementation instructions. http://www.useit.com/alertbox/990613.html
Ragan, L. (1999). Good teaching is good teaching: An emerging set of guiding principles and practices for the design and development of distance education. CAUSE/EFFECT journal, 22(1). Distance educators from three universities present a set of principles and practices developed in five categories addressing issues related to the design and development of a quality educational experience. http://www.educause.edu/ir/library/html/cem/cem99/cem9915.html
Readability Formulas. University of Memphis. Readability measures are primarily based on factors such as the number of words in the sentences and the number of letters or syllables per word (i.e., as a reflection of word frequency). Two of the most commonly used measures are the Flesch Reading Ease formula and the Flesch-Kincaid Grade Level. http://csep.psyc.memphis.edu/cohmetrix/readabilityresearch.htm
Rethinking assessment and its role in supporting educational reform. North Central Regional Educational Laboratory, Learning Point Associates: Changes in the skills and knowledge needed for success, in our understanding of how students learn, and in the relationship between assessment and instruction are changing our learning goals for students and schools. Consequently, we must change our assessment strategies to tie assessment design and content to new outcomes and purposes for assessment. http://www.ncrel.org/sdrs/areas/issues/methods/assment/as700.htm
Rohfeld, R. W., Hiemstra, R. (1995). Moderating discussions in the electronic classroom. In Berge, Z. L. & Collins, M. P. (Eds.). Computer-mediated communication and the on-line classroom in Distance Education. Cresskill, NJ: Hampton Press: The moderator, or facilitator, who is usually the designated "teacher," accepts the responsibility of keeping discussions on track, contributing special knowledge and insights, weaving together various discussion threads and course components, and maintaining group harmony. http://www.emoderators.com/moderators/rohfeld.html
Thompson Peterson. (2005) Study tips for successful distance learning. Covers such topics as: communication skills, reading skills, where to study, tools, and schedule. http://www.petersons.com/distancelearning/code/articles/study.asp
Tips for online success. from the Illinois Online Network. Resources and tips to help students be more successful online learners. http://www.ion.uillinois.edu/resources/tutorials/pedagogy/tips.asp
Online Course Writing: Web Design
Design and evaluation standards for quality online courses. From Michigan Virtual University. Comprehensive set of rigorous standards to guide the design and evaluation of online course quality based on decades of research and the work of the best minds in the field of Instructional Design, Standards can be used to evaluate online courses. http://standards.mivu.org
Frew, J. (2005). WebMonkey: The Web Developer's Resource. Eighty tips from experienced designers, including: understand the medium, design for bandwidth constraints, create an end product that works for both the user and the client, and, of course, play the right tunes while designing. http://webmonkey.wired.com/webmonkey/98/34/index1a.html?tw=design
Hoffman, M. (1996). Enabling extremely rapid navigation in your Web or document. A 32-page PDF that includes information design techniques that apply to Web sites, help systems, hard copy and online documentation. http://nuceng.mcmaster.ca/teach/format/hoffman.pdf
Leigh, A. (1998-2005) CSS "Distance Learning" Web site design tutorial tips. Site map of extensive information on how to design Web sites. http://www.shire.net/learnwebdesign/map.htm
Lynch & Horton (2004). Web Style Guide, 2nd Edition. Explains the steps involved in creating a successful Web site. http://www.webstyleguide.com/style/online-style.html
National Education Association. (2002). Guide to Online High School Courses from the Virtual High School, Inc., and American Association of School Administrators, CNA Corporation, IBM Corporation, National Association of State Boards of Education, National School Boards Association, Verizon Communications: Addresses quality measures for online courses offered to high school (grades 9-12) students. http://www.nea.org/technology/onlinecourseguide.htm
NetMechanic (2005). Power Tools for Your Web Site. Design Tips: Writing for the Web. Site should be easy to use and understand, with a clean, simple design and unambiguous navigation system. Repeating images, text, colors, and formatting throughout the site ties it together. http://www.netmechanic.com/news/vol4/design_no10.htm
Nielsen, J. (1997). How users read on the Web. Alertbox October 1, 1997. Content guidelines and means to measure the effect of guidelines using examples of five different versions of the same website. http://www.useit.com/alertbox/9710a.html
Rubric for online instruction from California State University at Chico. Answer the question, "What does a high quality online course look like? http://www.csuchico.edu/celt/roi Southern Regional Education Board. (2001-2002). Essential principles of quality: Guidelines for Web-based courses for middle grades and high school students. SREB, Atlanta, GA. Quality and effectiveness checklist from Bill Thomas at SREB. http://www.sreb.org/programs/EdTech/pubs/EssentialPrincipals/EssentialPrinciples.pdf
Usability News. Wichita State University. Newsletter highlights the Software Usability Research Laboratory's latest research findings. Focus is website usability, information retrieval on the Web, website design, and web menu selection techniques. http://psychology.wichita.edu/surl/newsletter.htm
Veen, J. (2005) Advanced Web techniques, Lesson 3. on WebMonkey: The Web Developer's Resource. Advanced techniques for development of fundamental concepts of linking, multimedia, navigation, and interactivity http://webmonkey.wired.com/webmonkey/98/07/index3a.html
Web design resources for disabilities on the Illinois Online Network. Categories are general design, accessibility, and Web styles. http://www.ion.uillinois.edu/resources/tutorials/webdesign/index.asp
Web design resources for disabilities from the University of Wisconsin - Stevens Point. Categories include: major organizations, accessible Web design standards, guidelines, and tips, courses and workshops, useful tools, legal issues, institutional policy statements, examples, etc. http://www.ion.uillinois.edu/resources/tutorials/webdesign/index.asp