OTL-7006

Khiat, H. (2017) Academic performance and the practice of self-directed learning: The adult student perspective, Journal of Further and Higher Education, 41(1), 44-59.
This article provides additional insights into the characteristics of self-directed learning. Eleven indicators of self-directed learning are discussed including goal setting, time management, and assignment preparation. Your awareness of these eleven indicators may provide additional insights into your assessment of your own learner characteristics.

de Palo, V., Limone, P., Monacis, L., Ceglie, F., & Sinatra, M. (2018). Enhancing e-learning in old age. Australian Journal of Adult Learning, 58(1), 88–109.
This article offers insights into the research on Self-Regulated Learning (SRL) with an older adult learner population (median age 65.7 years).

Kuo, Y.-C., Tseng, H., & Kuo, Y.-T. (2020). Internet self-efficacy, self-regulation, and student performance: African-American adult students in online learning. International Journal on E-Learning, 19(2), 161–180.
The concepts of self-regulation and self-efficacy are the theoretical bases for this study. The theories of self-regulation and Internet self-efficacy as well as their important roles in learning are described.

Pertillar, T. (2016). Native Americans and online education. In S. Danver (Ed.), The SAGE encyclopedia of online education (pp. 793-796). Thousand Oaks,, CA: SAGE Publications, Inc. doi: 10.4135/9781483318332.n251
This chapter examines the role of online education among Native American peoples.

Athens, W. (2018). Perceptions of the persistent: Engagement and learning community in underrepresented populations. Online Learning, 22(2), 27–57.
The literature review in this article provides insights and overviews of related topics such as “Engagement,” “Learning Community,” “Retention Models,” and “Online versus Face-to-Face.” The importance of social connection for learning and engagement among the adult learners in underrepresented populations was underscored by the study’s results.

Zhu, M., Bonk, C. J., & Doo, M. Y. (2020). Self-directed learning in MOOCs: Exploring the relationships among motivation, self-monitoring, and self-management. Educational Technology Research and Development: A Bi-Monthly Publication of the Association for Educational Communications & Technology , 1-21.
The relationships among the variables of motivation, self-monitoring, and self-management in adult learners investigated in this study suggest that motivation directly affects self-monitoring and indirectly influences self-management through self-monitoring. Understanding these connections may help inform your work on the Week 4 assignment.

Bonk, C. J., Lee, M. M., Kou, X., Xu, S., & Sheu, F.-R. (2015). Understanding the self-directed online learning preferences, goals, achievements, and challenges of MIT OpenCourseWare subscribers. Journal of Educational Technology & Society, 18(2), 349–368.
This research targeted the learning preferences, goals and motivations, achievements, challenges, and possibilities for life change of self-directed online learners who subscribed to the monthly OpenCourseWare (OCW) e-newsletter from MIT. Several brief stories of life change across different age ranges are documented.

Choudhury, S., & Pattnaik, S. (2020, January). Emerging themes in e-learning: A review from the stakeholders’ perspective. Computers & Education , 144.
Read this paper to gain perspectives from a detailed review of the emerging themes on e-Learning methods in organizations. Note Table A2 for a comprehensive list from the literature of theories applied in e-Learning.

Johnson, L. (2016). Geragogy. In S. Danver (Ed.), The SAGE encyclopedia of online education (pp. 504-508). SAGE Publications, Inc.
Read this chapter on Geragogy to gain an understanding of this emerging perspective about how adults over 60 years of age learn.

Hansen, R. J., Brady, E. M., & Thaxton, S. P. (2016). Demographic and behavioral characteristics of Osher Lifelong Learning Institute members. Journal of Continuing Higher Education, 64(1), 42–50.
This resource specifically supports Sample Scenario #2.

The Foundation for Blended and Online Learning. (2018). Digital learning strategies for rural America: A scan of policy and practice in K–12 education. The Foundation for Blended and Online Learning and Evergreen Education Group.
This resource specifically supports Sample Scenario #1.

Fuel Trust and Employee Engagement with Authentic Communication. (2018, November 6). States News Service.
This resource specifically supports Sample Scenario #3.

Lavalley, M. (2018, January). Out of the loop. National School Board Association Center for Public Education.
This resource specifically supports Sample Scenario #1.

Kirkland, A. B. (2013). Teacher-librarians as content curators: -- Strong contexts, new possibilities. School Libraries in Canada (17108535), 31(2), 19–22.
This resource specifically supports Sample Scenario #3.

Brady, E. M., Cardale, A., & Neidy, J. (2013). The quest for community in Osher Lifelong Learning Institutes. Educational Gerontology, 39(9), 627–639.
This resource specifically supports Sample Scenario #2.

Cotten, G. (2017). The role of authentic communication in moral development and transformative education: Reflections on a case study. Journal of Thought, 51(1), 49–64.
This resource specifically supports Sample Scenario #3.

Anderson, S. (2015). What is curation? In Content curation: How to Avoid Information Overload (pp. 5-12). Corwin.

Farrell, O., & Brunton, J. (2020). A balancing act: A window into online student engagement experiences. International Journal of Educational Technology in Higher Education, 17(1), 1–19.
This article reports on a qualitative study which explored online student engagement experiences in a higher education institution and offers an in-depth perspective on the engagement experiences of online students.

Peechapol, C., Na-Songkhla, J., Sujiva, S., & Luangsodsai, A. (2018). An exploration of factors influencing self-efficacy in online learning: A systematic review. International Journal of Emerging Technologies in Learning, 13(9), 64–86.
Read this article to gain insights about increasing student self-efficacy or confidence in their ability to learn online.

Meyers, C. A., & Bagnall, R. G. (2017). The challenges of undergraduate online learning experienced by older workers in career transition. International Journal of Lifelong Education, 36 (4), 442-457.
Read this study to gain insights about implications for supporting older adult learners enrolled in undergraduate-level online courses.

Izmirli, S., & Izmirli, O. S. (2015). Factors Motivating Preservice Teachers for Online Learning within the Context of Arcs Motivation Model. Turkish Online Journal of Distance Education (TOJDE), 16 (2), 56–68.
Read this study to gain insights about how the ARCS model was applied to a study to determine the factors motivating preservice teachers for online learning within the context of ARCS motivation model.

Simsek, A. (2014). Interview with John M. Keller on motivational design of instruction. Contemporary Educational Technology, 5 (1), 90–95.
Read this article to gain further insights into Professor Keller’s celebrated ARCS Model (which stands for Attention, Relevance, Confidence, and Satisfaction) - well-known by instructional designers and e-Learning professionals on a global scale.

Milman, N. B., & Wessmiller, J. (2016). Motivating the online learner using Keller’s ARCS model. Distance Learning, 13 (2), 67-71.
Read this article to gain an overview of Keller’s ARCS Model and note Table 1 on page 68 titled “Applying Keller’s ARCS Model to Online Learning” that offers a list of strategies and potential areas of application for each of the model components.

Keller, J. M. (2016, August). Motivation, Learning, and Technology: Applying the ARCS-V Motivation Model. Participatory Educational Research (PER), 3 (2), 1-13.
Read Part 2, the major part of the paper, to learn about the ARCS-V motivational synthesis and how to apply it to identify motivational characteristics and problems of learners together with a systematic process for designing and implementing motivational solutions. Also read the final part of the paper to review examples of motivational strategies and a case description of the motivational enhancement of an instructional module in three different delivery contexts: classroom instruction, blended learning, and eLearning.

Chen, Z., & Liu, Y. (2019). The different style of lifelong learning in China and the USA based on influencing motivations and factors. International Journal of Educational Research, 95 , 13–25.
This article explores the different styles of lifelong learning based on influencing motivations and factors by comparing interviews on Chinese and American citizens from different social backgrounds, genders, ages, professions, educational levels, geographic locations, and more.

Swathi, T. V. S. S. (2015). The importance of effective presentation for organizational success. IUP Journal of Soft Skills, 9(2), 7–21.
The author of this article discussed the importance of an effective presentation and achieving the desired impact.

Williams, L. S. (2017). The managed heart: Adult learners and emotional presence online. Journal of Continuing Higher Education, 65(2), 124–131.
Read this study to gain insights about the importance of emotional presence in the online learning environment – especially for the adult online learner.

Kumar, S., Martin, F., Budhrani, K., & Ritzhaupt, A. (2019). Award-winning faculty online teaching practices: Elements of award-winning courses. Online Learning, 23(4), 160–180.
Read this article to learn about (via interviews) insights from eight award-winning instructors across the United States on award-winning elements of their course design and the differences between expert and novice online instructors. The findings of this study add to the literature on best practices and what constitutes excellence in online courses.

Gurley, L. E. (2018). Educators’ preparation to teach, perceived teaching presence, and perceived teaching presence behaviors in blended and online learning environments. Online Learning, 22(2), 197–220.
Read this article to learn about the importance of faculty preparation specific to teaching in blended and online learning environments.

Martin, F., Budhrani, K., & Wang, C. (2019). Examining faculty perception of their readiness to teach online. Online Learning, 23(3), 97-119.
Read this study to gain an understanding of faculty attitudes about the importance of online teaching competencies and faculty's perceptions of their ability to confidently teach online.

Phirangee, K., Epp, C. D., & Hewitt, J. (2016, June). Exploring the relationships between facilitation methods, students’ sense of community, and their online behaviors. Online Learning Journal (OLJ), 20(2), 134-154.
Read this article to examine the differing schools of thought about the need for instructor facilitation to provide guidance and support versus peer facilitation where students might feel more comfortable learning and challenging each other.

Martin, F., Chuang, W., & Sadaf, A. (2020). Facilitation matters: Instructor perception of helpfulness of facilitation strategies in online courses. Online Learning, 24(1), 28-49.
Online course facilitation is critical to the success of online courses. Read this article to learn about twelve different facilitation strategies used in online courses to enhance instructor presence, instructor connection, engagement, and learning.

Ertmer, P. A., & Koehler, A. A. (2018). Facilitation strategies and problem space coverage: comparing face-to-face and online case-based discussions. Educational Technology Research & Development, 66 (3), 639–670.
This study examined how two experienced instructors facilitated the same case study discussion in a face-to-face and online environment and considers the importance of facilitation strategies to the success of the discussion approach.

King, A. (1993). From sage on the stage to guide on the side. College Teaching, 41(1), 30-35.
If you have never heard the expression “sage on the stage” or “guide on the side” as it relates to teaching practice, read this article.

Lewandowski, J., van Barneveld, A., & Ertmer, P. A. (2016). Posting with intentionality in online instruction: Supporting instructors’ facilitation efforts. Educational Technology, 56(4), 15–21.
Read this article to learn about five types of discussion prompts used by experienced online instructors to facilitate discussions in an asynchronous case-based course. A detailed description of each prompt is provided, along with specific examples and instances of how to thoughtfully apply each type of prompt during the facilitation of online discussions.

Demmans Epp, C., Phirangee, K., & Hewitt, J. (2017). Student actions and community in online courses: The roles played by course length and facilitation method. Online Learning, 21(4), 53-77.
Read this article to understand how different facilitation methods (instructor-led and peer-led) influence students’ sense of community across four graduate-level online courses.

Kennan, S., Bigatel, P., Stockdale, S., & Hoewe, J. (2018). The (lack of) influence of age and class standing on preferred teaching behaviors for online students. Online Learning Journal (OLJ), 22(1), 163-181.
Read this study to examine evidence of a more pragmatically minded group of adult learners, particularly when considering the impact of age and class standing for online students, and gain insights about ways to help online learners be more successful.

Koehler, M. & Mishra, P. (2015). TPACK (technological pedagogical content knowledge). In J. Spector (Ed.), The SAGE encyclopedia of educational technology (pp. 783-785). SAGE Publications, Inc.
Read this article to learn about the TPACK, the framework developed by Punya Mishra and Matthew Koehler to describe the knowledge that teachers need in order to effectively teach with technology.

Kennedy, J. (2015). Using TPCK as a scaffold to self-assess the novice online teaching experience. Distance Education, 36(1), 148–154.
Read this article to gain helpful insights into one way to interrogate one’s own online teaching practices through a systematic reflection on technological pedagogical content knowledge (TPCK), with consideration given to ways to improve online teaching based on increased meta-cognitive awareness of TPCK. Implications of this self-study for distance learning professional development are discussed.

Winter, A., Mcauliffe, M., Chadwick, G., & Hargreaves, D. (2020). Implementing academagogy: The first case study. In Cheung, J., Kestell, C., & Grainger, S. (Eds.) Proceedings of the 20th Annual Conference for the Australasian Association for Engineering Education - Engineering the Curriculum (pp. 992-997).
This article is a case study of that experience which reveals that, although initially more time-consuming, academagogy can result in better student outcomes.

Yount, A., & Tandoh, K. (2016). Teaching and learning online: An examination of effective techniques, practices, and processes. In L. Kyei-Blankson, J. Blankson, E. Ntuli, & C. Agyeman (Eds.), Handbook of research on strategic management of interaction, presence, and participation in online courses (pp. 377-400). IGI Global.
This chapter explores online learning and the pedagogical techniques needed to create an effective learning environment and ensure successful development and implementations of an effective online course.

Jones, C., Penaluna, K., & Penaluna, A. (2019). The promise of andragogy, heutagogy and academagogy to enterprise and entrepreneurship education pedagogy. Education & Training, 61(9), 1170–1186.
Read this paper to advance your understanding about the origins and recent development of heutagogy, or self-determined learning, and its potential role in the domain of enterprise and entrepreneurship education (EE).

Films Media Group. (2020). The importance of mindset in online teaching. Films On Demand.
This short video explains how educators' mindsets frame their approaches to online teaching.

York, C. S., Yamagata-Lynch, L. C., & Smaldino, S.E. (2016). Adult reflection in a graduate-level online distance education course. Reflective Practice, 17(1), 40-58.
This study examined adult learners’ ability to engage in critical
reflection concerning their own learning in a graduate-level online
instructional technology course. You may find relevant guidance for engaging in your own critical reflection this week.

Frazier, L. C., & Eick, C. (2015). Approaches to critical reflection: Written and video journaling. Reflective Practice, 16(5), 575-594.
This action research study examined teacher candidate preferences for written and video journals in helping teacher candidates critically assess the impact of their instructional practices. Findings suggest that providing choices (e.g., written and video journals, in accordance with Universal Design for Learning principles for multiple means of expression), enabled participants to discover their preferred mediums for engaging in critical reflections.

Saric, M., & Steh, B. (2017). Critical reflection in the professional development of teachers: Challenges and possibilities. Center for Educational Policy Studies Journal, 7(3), 67–85.
Read this article for an overview of the different definitions of critical reflection in the context of teachers' professional development and possible problems that teachers and teacher educators face when putting the process of reflection into practice.

Available Light Productions (Producer). (2006). Improving professional practice [Video file]. Teachers TV/UK Department of Education.
Watch this 14:20 minute video for some additional alternatives for professional development through a critical reflection lens. 

Kucuk, S., & Richardson, J. C. (2019). A structural equation model of predictors of online learners’ engagement and satisfaction. Online Learning, 23(2), 196–216.
According to the results of this study, teaching presence, cognitive presence, emotional engagement, behavioral engagement, and cognitive engagement were significant predictors of satisfaction. Implications are discussed in terms of theoretical insights, practices for online learning environments, and further research directions.

Bryant, J., & Bates, A. J. (2015). Creating a constructivist online instructional environment. TechTrends: Linking Research and Practice to Improve Learning, 59(2), 17-22.
This paper describes the ways in which social constructivist learning was fostered in an online teacher education program. This paper explores the potential of certain online tools and methods to facilitate a social constructivist approach to preparing teachers in a virtual program model.

Lohle, M. (2019). How online teaching made me a better instructor on campus. Distance Learning, 16(1), 27-30.
Read this article to learn about the author’s lived experience in applying online instructional design techniques in on-campus courses.

Roberts, L. (2017). Research in the real world: Improving adult learners web search and evaluation skills through motivational design and problem-based learning. College & Research Libraries, 78(4), 527–551.
Read this article for suggestions about incorporating Motivational Design and Problem-Based Learning into information literacy sessions to increase student engagement.

Yount, A., & Tandoh, K. (2016). Teaching and learning online: An examination of effective techniques, practices, and processes. In L. Kyei-Blankson, J. Blankson, E. Ntuli, & C. Agyeman (Eds.), Handbook of research on strategic management of interaction, presence, and participation in online courses (pp. 377-400). IGI Global.
This chapter explores online learning and the pedagogical techniques needed to create an effective learning environment and ensure successful development and implementations of an effective online course.

Fahara, M. F., & Castro, A. L. (2015). Teaching strategies to promote immediacy in online graduate courses. Open Praxis, 7(4), 363–376.
Research was carried out at Tecnológico de Monterrey, a Mexican private university that offers online courses for the purpose of exploring the manner in which teachers foster immediacy in the discussion forums of online courses. The findings are organized into three main categories: instructional design, forms of communication and teaching strategies promoting immediacy, which show the manner in which teachers use immediacy when interacting with their students; immediacy that was also found in the administrative and academic forums of the online courses researched.

Joong-O Yoon, & Minjeong Kim. (2011). The effects of captions on deaf students’ content comprehension, cognitive load, and motivation in online learning. American Annals of the Deaf, 156(3), 283–289.
Read this study to gain suggestions for improvements in learning materials for deaf individuals.