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Article
Questions
Chaney lang=ES-CL style='font-size:12.0pt;font-family:"Times New Roman","serif";
mso-ansi-language:ES-CL'>, B. H., Eddy, J. M., Dorman,
S. M., Glessner, L., Green, B.
L., & Lara-Alecio, R. (2007). style='font-size:12.0pt;font-family:"Times New Roman","serif"'>Development of
an Instrument to Assess Student Opinions of the Quality of Distance Education
Courses. American Journal of Distance Education, 21(3),
145-164.
Can we develop a culturally sensitive instrument to assess the quality
of distance education courses? Can this be done evaluating student attitudes,
opinions, and perceptions of distance education? What do we learn when we
test this instrument? Does it provide reliable measures?
Conrad,
D. L. (2008). From Community to Community of Practice: Exploring the
Connection of Online Learners to Informal Learning in the Workplace. American
Journal of Distance Education, 22(1), 3-23.
If you participate in a learning community does that affect your
relationship to your workplace environment and colleagues?
Does a learning community of online peers contribute to community in
the workplace?
What is the most valuable exchange among colleagues? What do learners
report about participation in a learning community? Is there evidence that
this transfers over in the workplace?
Flowers,
J., & Cotton, S. E. (2007). Impacts of Student Categorization of Their
Online Discussion Contributions. American Journal of Distance Education,
21(2), 93-104.
The purpose of this study was to determine the
effects of having online graduate students engage in a self-categorization of
their individual
asynchronous discussion
contributions.
Is there an increase in discussion quantity after
self-categorization?
The hypothesis was that after self-categorization that cognitive
dialogue would increase, in number and percent, be
more complex by showing a more inference and analysis and have a higher
percentage of “deep-level processing.”
Gaytan style='font-size:12.0pt;font-family:"Times New Roman","serif"'>, J., &
McEwen, B. C. (2007). Effective Online Instructional and Assessment
Strategies. American Journal of Distance Education, 21(3),
117-132.
Which instructional and assessment strategies are most effective in
the online learning environment? What strategies can faculty and students use
to maintain instructional quality in the online environment? How does using a
variety of methods facilitate quality in the online environment? What is the
importance of feedback?
Keeler,
C. G., & Horney, M. (2007). Online Course Designs: Are Special Needs
Being Met? American Journal of Distance Education, 21(2),
61-75.
This article addresses the intersections between online education and
special education in terms of instructional design. The relevant elements of
online instructional design, which require particular attention when teaching
students with special needs, are examined. The overall finding is that
contemporary courses generally include design elements necessary to meet the
basic needs of students with disabilities. The authors recommend design
methods focusing on either universal design principles or a specified target
population. [ABSTRACT FROM AUTHOR]
Kelsey,
K. D. (2008). A Review of: Teaching and Learning With Virtual Teams. American
Journal of Distance Education, 22(1), 63-65.
What has been researched and what empirical data is
there on 1) e-learning in virtual teams. 2) Strategies for effective teaching
and learning in virtual teams. 3) Using international collaboration. to form
teams and 4) teams and their use of technology. style='mso-spacerun:yes'>
Moisey style='font-size:12.0pt;font-family:"Times New Roman","serif"'>, S. D., Ally,
M., & Spencer, B. (2006). Factors Affecting the Development and Use of
Learning Objects. American Journal of Distance Education, 20(3),
143-161.
What skills and information are required to develop
and use learning objects successfully? What barriers affect developing and
using learning objects in instructional materials? What factors facilitate
the use and development of learning objects?
O"Leary lang=ES-CL style='font-size:12.0pt;font-family:"Times New Roman","serif";
mso-ansi-language:ES-CL'>, P. F., & Quinlan class=SpellE>Jr., T. J. (2007). Learner–Instructor Telephone
Interaction: Effects on Satisfaction and Achievement of Online Students. American
Journal of Distance Education, 21(3), 133-143.
How does telephone distance learning impact the
satisfaction and achievement of online students?
How will one call from the instructor in the first
two weeks of the class affect student grades? Will the grades improve if you
received a call? Are students expectations meet in online courses?
Offir style='font-size:12.0pt;font-family:"Times New Roman","serif"'>, B., class=SpellE>Bezalel, R., & Barth, I. (2007). Introverts,
Extroverts, and Achievement in a Distance Learning Environment. American
Journal of Distance Education, 21(1), 3-19.
How does cognitive style (based on Jung’s theory)
relate to achievement levels? What can this relationship teach educators
about which students require more support in a distance learning setting?
Seo style='font-size:12.0pt;font-family:"Times New Roman","serif"'>, K. K.
(2007). Utilizing Peer Moderating in Online Discussions: Addressing the
Controversy between Teacher Moderation and Nonmoderation.
American Journal of Distance Education, 21(1), 21-36.
How does peer moderation affect meaningful
interactions in online discussions?
H1: A peer-moderated online discussion forum will
contain more posts responding to previous comments than a non-moderated forum.
H2: A peer-moderated online discussion forum will contain
more substantive responses enriching the conversation than a non-moderated
forum.