From M/Cyclopedia of New Media
== KCB336 Annotated Bibliogaphy ==
Anonymous. (2005) “E-Learning and Distance Learning Glossary,�? E-Learners.com, retrieved August 4, 2005, from http://www.elearners.com/resources/glossary.asp.
- This Website is dedicated to e-learning. It includes features such as Online Degrees, Online Colleges, Campus Programs and Student Resources. The Student Resources section contains the Distance Learning Glossary. This glossary contains accurate and easily understandable definitions of significant features of online learning and distance education. The glossary contains definitions of such elements as Computer Based Training (CBT), Distance Learning, e-Learner and Synchronous Learning.
Anonymous. (2005) “Growth in Distance Learning,�? Gifted Child Todayvol.28, no.3.
- This brief news article shows the growth in distance education in public schools, secondary schools and tertiary level education. It gives factual and statistical evidence taken from the National Centre for Education Statistics titled Distance Education Courses for Public Elementary and Secondary School Students, which was issued in early 2005.
Anonymous. (2005) “Education Learning Online,�? Accredited Online Universities, retrieved August 7, 2005, from http://www.accredited-online-universities.com/e-learning-facts.html.
- This Website is dedicated to American universities and colleges that offer students online degrees, courses and accreditation. The Education Learning Online page specifically defines e-learning and the elements involved within e-learning encouraging potential students to undertake an online course. It details the positives about e-learning and also gives some examples of the challenges that arise from e-learning, which include student motivation. This page also describes how a student is able to find help when studying online, such methods include email, bulletin board threads and live chat sessions. The main goal of this page is to express the advantages of online education, such as ‘convenience and flexibility’ to potential students.
Anonymous. (2005) “What is Online Education and How Does it Work?,�? Online Education.net: Resources, retrieved August 7, 2005, from http://www.online-education.net/resources/what-is-online-education.html.
- This Website, from the Online Education.net homepage, begins with a short and straight-forward definition of what online education is and why education is important in today’s society. It lists the benefits of e-learning, with the main benefit being convenience. The Website gives straight-forward instructions on how e-learning works, from applying to a college, to assessment. It briefly details two methods of online education, one being the more structured and with set times and the other being the more conventional method of learning and ‘attending classes’ at one’s own time. Finally this page discusses the importance of students and potential students taking the time to understand and learn how to use the internet so that they are able to complete their course or degree efficiently. The site states that students and potential students are able to do this by discussing issues with instructors, other students and the computer technical department.
Atan, H., Rahman, Z., & Idrus, R. (2004) “Characteristics of the Web-Based Learning Environment in Distance Education: Students Perceptions of Their Learning Needs,�? Educational Media International, no.41, pp.33-41.
- This study was carried out by three associate professors from the School of Distance Education at the University of Sains Malaysia in Penang between 2001 and 2002. It looks into students' perceptions towards elements of the learning requirements of online education. Results were obtained through a questionnaire. The main aspects that were evaluated were the general support system for online students, the learning materials that the students used, the instructions that came with these materials and the learning resources available to and used by the students. After the results and observations were evaluated Atan, Rahman and Idrus came to the conclusion that online education and its media rich environment permits courses to provide many and various resources and increased interaction. Atan, Rahman and Idrus deem that the instructional strategies used in e-learning make online distance education more interesting, communicative and collaborative. They also concur that the role of online learning in distance education needs to be supportive so to enhance and assist students.
Belanger, F., & Jordan, D. (2000) “Distance Learning Technologies – Web-Based Training�?, in Evaluation and Implementation of Distance Learning: Technologies, Tools and Techniques, London: Idea Group Publishing. ISBN: 1878289632
- This section of the chapter on the technologies of distance education focuses on the World Wide Web (WWW) as the provider of distance education. It comprehensively describes Web-based Training (WBT) and the Internet. It states that these two functions are the primary media used for the delivery of instructions for e-learning. Belanger and Jordan also state that non web-based functions of file transfer protocol (FTP), Usenet, Email and Chat-rooms are also regularly used in online distance education. It is stated that WBT, along with the previously listed functions, is either used to support traditional courses or to entirely replace traditional courses, where a more learner-centred role in undertaken. This section continues to discuss the various types of WBT, which include asynchronous correspondence, synchronous collaboration and Web delivered courses, which involve hybrid delivery (part Web and part CD-ROM). It also discusses how communication between students and between students and instructors is carried out, which includes listservs (computer conferencing), computer chatrooms (MUDs and MOOs), email and bulletin boards. Finally, this section lists advantages and disadvantages of WBT in distance education in regards to learners, instructors and institutes.
Connick, G. (ed.) (1999) “Distance Learning�? and “The Role of the Computer in Distance Learning�?, in The Distance Learner’s Guide, New Jersey: Prentice Hall. ISBN: 013939513
- In this chapter of "Distance Learning" distance education is defined. The definition that it is given is that distance education occurs when instructors and students are separated in a learning environment, but are connected through video, voice or computer technology. It lists what organisations offer distance education and here defines the difference between an online university and a virtual university. This chapter also discusses the technology used in distance education, along with a brief history of the technological updates since the growth of distance education in the 1990’s, up until the present day. It gives clear definitions of synchronous, set times for classes, and asynchronous, no set times so students are able to learn whenever, structures of distance education. Finally this chapter discusses how to earn a degree through distance education and what the quality of the degree would be. The chapter entitled “The Role of the Computer in Distance Education�? provides a simple step-by-step guide to such things as the computer, the internet, online discussions, how to read email and World Wide Web addresses, netiquette, submitting assignments through the computer and buying a computer, in relation to distance education. One of the useful features this book offers is that it provides a companion website ( http://www.prenhall.com/dlguide ) that provides links from each chapter to further information, such as current news stories about distance education and the International Centre for Distance Learning Website, from the Distance Learning chapter.
Cummings, E. et al. (2004) “E-Learning�?, in Darwin Executive Guides, retrieved August 4, 2005, from http://guide.darwinmag.com/career/education/elearning/.
- This Website provides readers with everything they need to know about e-learning and its features in a concise and informative manner. It starts with a short background into e-learning and a summary of its two categories, synchronous and asynchronous. It also discusses the advantages of e-learning and the challenges this method of education creates. A case study is provided along with many various links to other Websites that focus on e-learning. Other features of the Darwin Executive Guide to E-Learning is a discussion of the future of e-learning, a short glossary, questions and answers and a checklist to analyse one’s return on investment for the online training program.
Davis, N & Roblyer, M. (2005) “Preparing Teachers for the "Schools That Technology Built": Evaluation of a Program to Train Teachers for Virtual Schooling�?, in Journal of Research on Technology in Education. vol.37, no.4, pp.399.
- This article begins with a discussion of the growth of Web-based distance education, referred to as K12 schooling in the United States of America, and the causes for this growth. The authors, Davis and Roblyer, are professors at Iowa State University and the University of Maryland College, respectively. This article is clearly referenced from an array of qualified sources. After the brief introduction into Virtual Schooling the article then continues into the requirements and qualities that ‘virtual teachers’ need to educate through online courses. The U.S. Department of Education’s model to incorporate Virtual Schooling into the education system is outlined, along with its goals and the challenges that arise with it. The article provides objectives, strategies and assessment instruments (listed in a table) and resources for evaluating the Virtual Schooling Program in the U.S. This article concludes with the author’s strategy to assess the results of their study and observations.
Farish-Jackson, J. & Omoregie, M. (2003) A Guide to Distance Education, Maryland: University Press of America. ISBN: 0761824731
- This book provides a practical and straight-forward reference to the required elements of teaching in distance education. These include technology skills and resources, presentation and delivery techniques and evaluation of the course, materials and instructions provided. It gives tips and instructions for equipment usage, teaching strategies, electronic presentations, copyright and online course design. This book provides a sample of an online course, including pages from the Internet with descriptions and instructions provided for each page. Farish-Jackson and Omoregie also provide explanations to Windows 98, Powerpoint 2000, MS Word and Netscape. Finally a glossary of key terms relating to distance education is provided.
Kira, D. & Nguyen, D. (2000) “Summative and Formative Evaluations of Internet-Based Teaching�?, in L. Lau (ed.) Distance Learning Technologies: Issues, Trends and Opportunities, Hershey: Idea Group Publishing, pp. 22-38.
- This chapter begins with a discussion into how the teaching environment changes with the introduction of the World Wide Web and how one should interrelate with these changes. It gives brief definitions of online teaching media, which are Electronic Communication, Electronic Posting and Course Website, and then begins an evaluation into these media, firstly discussing the effectiveness of these medias, with reference to Gagne’s 1987 book Instructional Technology: Foundations, as to how to evaluate the medias. In this process of summative evaluation it is stated that one needs to “justify the effective use of the teaching method�?. Next, in the formative evaluation such issues as content, audience, design and outcome are discussed in relation to the teaching and learning system used. In this stage it was stated that an individual is required to assess the need of the students and then design an appropriate system to fulfil the students’ needs effectively. This chapter focuses on the ability of web-based education to fulfil the audience’s, the students’, needs efficiently through the vast range of resources and medias available.
Porter, L. (1997) Creating the Virtual Classroom: Distance Learning with the Internet, Canada: John Wiley & Sons, Inc. ISBN: 10987654321
- The author of this book is an associate professor at the University of Findlay in Ohio, along with a member of several professional associations, including the Society for Technical Communication and the Association of Teachers of Technical Writing. Throughout Porter’s book the changes in distance education and its growth to what it is in present time along with the future of distance education are discussed focussing upon the e-learning and online aspects of this growth. This book concentrates upon these subjects: distance education today, types and costs of distance education, grant proposals, deciding upon a course, distance education tools, the World Wide Web, how to achieve the highest degree of success in teaching distance education and international issues relating to distance education. Throughout each chapter of the book many example from distance education sites in the World Wide Web are provided. The many people involved in distance education are discussed and defined, including the participants and vendors of distance education. All elements of how to create a “Virtual Classroom�?, where student learns online, are discussed, including tools, expectations, learners and types of courses available. This section also provides images of example webpages. The chapter “The World Wide Web in Education and Training�? provides detailed descriptions of how to develop an online course, including administrative questions, course design questions, types of information needed and visuals needed, along with many examples from other distance education webpages. The examples provided are a key feature of this book as well as the in-depth descriptions, definitions and instructions.
Teemant, A. (2005) “Evaluating Socio-Cultural Pedagogy in a Distance Teacher Education Program�?, in Teacher Education Quarterly. vol.32, no.3, pp.49.
- This feature article evaluates the teaching system of bicultural and bilingual online education that is the Billingual/ESL Endorsement through Distance Education (BEEDE) program. It is from researchers from the Centre for Research on Education, Diversity and Excellence, based on the socio-cultural theory that “the premise that learning is social, and that it is through social interaction with teachers and peers who are more knowledgeable that students receive assistance as needed… to engage in culturally meaningful tasks�?. The researchers evaluated five practices of the program, joint productive activity, language and literacy development, contextualization, cognitive challenge and instructional conversation. The article provides a description of the BEEDE program and a short description of the participants, data sources and analysis used in the evaluation. It then continues to the findings of the research, which are broken down into three parts, quality of courses and delivery systems, facilitator responses and concept learning. The final discussion looks into three constituents of the BEEDE program, which are the frozen and human elements of delivery, bridging theory and practice and mutual accountability.
Laura harris 20:46, 10 Aug 2005 (EST)
== Laura Harris ==
=== DOB: 21/05/87 ===
==== QUT Student ====
- Currently studying:
- Bachelor of Creative Industries - Media and Communication
- Bachelor of Business - Public Relations
- Subjects currently enrolled in:
- KCB336
- KCB101
- AMB260
- BSB119
[URL: http://www.qut.edu.au QUT Home Page]
Laura harris 10:37, 26 Jul 2005 (EST)
