LibGuides: OLT-7002 v2: Module 1 Resources

Lesson 1 Required Resources

Readings

Designing and delivering effective online instruction: How to engage adult learners.
Bloomberg, L. D. (2021). Designing and delivering effective online instruction: How to engage adult learners. Teachers College Press, Columbia University Designing and delivering effective online instruction: How to engage adult learners.
This book provides a practical guide for designing and delivering engaging online experiences, supported by the latest research. Content is readily applicable across disciplines and institutional types. For Module 1 students will be required to read a section of the Introduction as well as sections of Chapters 3, 4, and 5.
Designing and delivering effective online instruction: How to engage adult learners.
Bloomberg, L. D. (2021). Designing and delivering effective online instruction: How to engage adult learners. Teachers College Press, Columbia University Designing and delivering effective online instruction: How to engage adult learners.
The introduction to this book (pp. 1-11) ebook pp. 23-35 sets the stage for this week’s topic; that is, the current online learning landscape, including characteristics of the online learner population and the challenges they may face.

Blog Reports 

Author and adult educator Dr. Linda Dale Bloomberg was commissioned to develop a series of reports for successful online teaching for Teachers College Press. In these blog reports she addresses multimodal strategies for synchronous and asynchronous delivery of content, shows how to engage students, and discusses how to adopt an accessible and equitable instructional approach to ensure student success in the online environment: 

Transitioning to the World of Online Learning: Preparing Higher Education Instructors and Students for Success 
In the Spring of 2020, most institutions of Higher Education abruptly converted to online education. Coping with these adaptive challenges continues to be a test of the capacity of stakeholders at all levels, including students, instructors, and educational systems. 
Charting the Path to Success: The Non-Traditional Adult Student is the New Normal! 
With the rapid changes taking place in the world of education, the demographics of the online learner population has shifted dramatically. Additionally, many of today’s non-traditional college students are first generation. 
Be the Change! What You Can Do To Adapt in Our Ever-Evolving and Rapidly Changing Learning Environment 
As committed educators, there are many lessons we can learn from as we move forward in addressing our own wellbeing and resilience in order to be stronger both in our personal and professional lives, so that we can best serve those we teach. 
How to Support Struggling Students and Foster Ongoing Learning and Growth? Demonstrate Vulnerability and Empathy!
Since the pandemic instructors have developed a much greater appreciation for the power of connecting with our students in online spaces, valuing those connections, and more deeply understanding our students’ experiences.

Podcast

Online Learning: Everything You Need to Know
In this National University podcast, Dr. Linda Bloomberg brings a wealth of experience and insights to the table, providing a comprehensive tour of the current online learning landscape, discussing the evolving demographics of online learners and the unique aspects of online teaching compared to traditional face-to-face instruction.

Journal Articles

Online Learning & the Transformation of Global Higher Education
Levin, R. C. (2024). Online Learning & the Transformation of Global Higher Education. Daedalus, 153(2), 262–274. 
This essay examines the global impact of online education in the decade following the widely publicized introduction of MOOCs (Massive Open Online Courses), exploring the demographics and preferences of learners, the effectiveness of online learning, and the implications of scalability for reducing the cost of education. 
Transforming adult learning in the digital age: exploring environmental, content, and technological changes
Julia Rott, K., & Schmidt-Hertha, B. (2024). Transforming adult learning in the digital age: exploring environmental, content, and technological changes. International Journal of Lifelong Education, 43(4), 319 –323.  https://doi.org/10.1080/02601370.2024.2367395 
The widespread adoption of digital technology has brought about significant societal changes in recent decades, and the impact of digitalization is felt in nearly every aspect of our lives, from the way we communicate and work to how we access information.
Foundations of online learning: Challenges and opportunities
Greenhow, C., Graham, C. R., & Koehler, M. J. (2022). Foundations of online learning: Challenges and opportunities. Educational Psychologist, 57(3), 131–147.
This article proposes an interdisciplinary agenda for online research, defines online learning, reviews historical and current contexts, and suggests key issues that shape contemporary online learning.
How to Use Canva: A Beginner’s Guide
A Beginner’s Guide to Creating a Presentation With Visme

Lesson 2 Required Resources

Readings

Designing and delivering effective online instruction: How to engage adult learners
Bloomberg, L. D. (2021). Designing and delivering effective online instruction: How to engage adult learners. Teachers College Press, Columbia University Designing and delivering effective online instruction: How to engage adult learners.
Chapter 4 textbook version pp. 85-90; ebook pp 93-98: This section of the chapter provides a brief overview of the main theoretical principles of online teaching and learning.
Chapter 5 pp. 107-116; ebook pp. 113-121: This section of the chapter covers how to go about developing working relationships that will facilitate and sustain learning.

OER

Blog Report

Future Ready: What key elements will you incorporate in your online or hybrid classroom to ensure student success?
Future Ready: What key elements will you incorporate in your online or hybrid classroom to ensure student success?
Bloomberg refers to some central concepts that are drawn from research and that translate directly to practice, thereby becoming the practical drivers that you can infuse throughout your online teaching practice.

Below are the resources for Part 2 of this week’s assignment which includes 10 academic journal articles. Students will choose 5 from this list of 10 articles to create an annotated bibliography:

An exploration of the relationship between indicators of the community of inquiry framework and retention in online programs
Boston, W., Díaz, S., Gibson, A., Ice, P., Richardson, J., & Swan, K. (2019). An exploration of the relationship between indicators of the community of inquiry framework and retention in online programs. Online Learning, 13(3). http://dx.doi.org/10.24059/olj.v13i3.1657
This study explores the relationship between indicators of the Community of Inquiry Framework and student persistence.
Social presence and online learning communities
Bradley, C. (2023). Social presence and online learning communities. Texas Journal of Literacy Education, 10(2), 27-34.
This qualitative phenomenological study consisted of in-depth interviews with each of the 12 participants, all undergraduate preservice teachers, regarding their experiences with online courses.
20 years of the community of inquiry framework
Castellanos-Reyes, D. (2020). 20 years of the community of inquiry framework. TechTrends, 64, 557–560. https://doi.org/10.1007/s11528-020-00491-7
This article describes 20 years of progress in the framework and discusses the use of the model as an instrument to measure the dimensions of the Community of Inquiry and criticism of the framework and address current work and future directions.
Student predisposition to instructor feedback and perceptions of teaching presence predict motivation toward online courses
Cole, A. W.; Allen, M.; Anderson, C.; Bunton, T.; Cherney, M. R.; Draeger, Jr., R.; Featherston, M.; Fisher, V. C.; Motel, L.; Nicolini, K. M. & Peck, B. (2017). Student predisposition to instructor feedback and perceptions of teaching presence predict motivation toward online courses. Online Learning, 21(4), 245-262. https://doi.org/10.24059/olj.v21i4.966
This quantitative study sought to identify predictors of student motivation toward online courses, suggesting that student predisposition to receiving instructor feedback and student perceptions of teaching presence provide a strong prediction of student motivation.
Emotional presence in building an online learning community among non-traditional graduate students
Jiang, M. & Koo, K. (2020). Emotional presence in building an online learning community among non-traditional graduate students. Online Learning, 24(2), 93-111. https://doi.org/10.24059/olj.v24i4.2307
This mixed methods study explored non-traditional graduate students’ perceived emotional presence that emerged in their online learning experiences. The authors claim that emotion should be considered an important fourth factor in successful online learning.
Reducing transactional distance: Engaging online students in higher education
Major, A., & Sumner, J. (2018). Reducing transactional distance: Engaging online students in higher education. The EvoLLLution.
This article outlines the most significant factors contributing to their sense of transactional distance and suggests ways for faculty to encourage progression and success for online students and maintain productive relationships throughout the students’ learning experience.
The influence of self- and co-regulation on the community of inquiry for collaborative online learning: An ODeL context
Mare, S. & Mutezo, A. T. (2025). The influence of self- and co-regulation on the community of inquiry for collaborative online learning: An ODeL context. Journal of Applied Research in Higher Education, 17(1), 349-364. https://doi.org/10.1108/JARHE-08-2023-0325
A quantitative survey was used with a sample of postgraduate students at a South African University which indicated that self-regulation and co-regulation were related to three dimensions of presence: teaching, cognitive, and social presence.
Martin, F., Wu, T., Wan, L., Xie, K. (2022). A meta-analysis of the Community of Inquiry presences and learning outcomes in online and blended learning environments. Online Learning, 26(1), 325-359. DOI: 10.24059/olj.v26i1.2604.
This meta-analysis examined 19 empirical studies on the CoI Presences and their correlations with learning outcomes, including actual learning, perceived learning, and satisfaction.
Fostering online interaction in blended learning through social presence and convergence: A systematic literature review
Van der Stap, N., van den Bogaart, T., Rahimi, E., & Versendaal, J. (2024). Fostering online interaction in blended learning through social presence and convergence: A systematic literature review. Journal of Computer Assisted Learning, 40(4), 1712-1726. https://doi.org/10.1111/jcal.12981
This paper adds to the theory on blended learning and instructional design in higher education and offers a set of design principles for enhanced educational practice. 
Faculty experiences with active student engagement in online doctoral courses during the COVID19 era: Challenges and opportunities—a qualitative study
Welmer, A.-K., Asaba, E., Brodin, N., & Swärdh, E. (2025). Faculty experiences with active student engagement in online doctoral courses during the COVID19 era: Challenges and opportunities—a qualitative study. Frontiers in Education, 10, 1557379. https://doi.org/10.3389/feduc.2025.1557379
This study explored faculty members’ experiences in promoting active student engagement in online doctoral courses during the pandemic.
Resource for Annotated Bibliography

Lesson 3 Required Resources

Designing and delivering effective online instruction: How to engage adult learners.
Bloomberg, L. D. (2021). Designing and delivering effective online instruction: How to engage adult learners. Teachers College Press, Columbia University Designing and delivering effective online instruction: How to engage adult learners.
Chapter 3: pp. 41-44; ebook pp. 56-58: Developing an understanding of adult learning principles and being able to apply these principles in practice is of great benefit to instructors in promoting an effective online learning experience.

Academic Journal Aricles

Adult learning theories: Implications for online instruction
Arghode, V., Brieger, E. W., & McLean, G. N. (2017). Adult learning theories: Implications for online instruction. European Journal of Training and Development, 41, 7 pp 593-609.
This article offers a comparative analysis of four selected learning theories and their role in online instruction for adults, including practical advice for utilizing adult learning theories for instructional enhancement, thereby extending theoretical applicability and value in online instruction.
Adult Learning: A Multifaceted Endeavor
Baumgartner, L. M., & Carr-Chellman, D. (2024). Adult Learning: A Multifaceted Endeavor. New Directions for Adult and Continuing Education, 184, 92–96.
This article provides an overview of adult learning theories and explains several themes that characterize the ways in which these theories have evolved.
Expanding Experiential Learning in Contemporary Adult Education: Embracing Technology, Interdisciplinarity, and Cultural Responsiveness
Dillard, N., Sisco, S., & Collins, J. C. (2024). Expanding Experiential Learning in Contemporary Adult Education: Embracing Technology, Interdisciplinarity, and Cultural Responsiveness. New Directions for Adult and Continuing Education, 184, 30–38.
This article explores the evolution and expansion of experiential learning theory within the context of contemporary adult education, emphasizing the complexity of current learning environments. 
3 Adult Learning Theories Every E-Learning Designer Must Know
Gutierrez, K. (2021). 3 Adult Learning Theories Every E-Learning Designer Must Know.
This article provides a brief overview of the three most prominent adult learning theories as they apply to online learning: Andragogy, transformative learning, and experiential learning.

Blog Report

Be That Transformative Educator! Apply Adult Learning Principles and Universal Design for Learning to Advance Adult Learner Success
In adopting a transformative learning approach online educators can help their students demonstrate the motivation and skills to work effectively with others to address the many challenges confronting our global communities today.

OER

Academic Journal Articles

Learning together: Kolb’s experiential theory and its application
Akella, D. (2015). Learning together: Kolb’s experiential theory and its application. Journal of Management & Organization. 16: 100–112.
This article draws attention to types of teaching pedagogies, non-traditional methods and aids and their effectiveness in teaching students of diverse backgrounds.
New Developments in Transformative Learning
McClain, A. L. (2024). New Developments in Transformative Learning. New Directions for Adult and Continuing Education, 184, 20–29.
This article explores the foundational principles of transformative learning regarding the field of adult education, highlighting their significance and applications, including recent scholarly contributions.

Web-Based Resources

What is experiential learning?
This article explains how learning continues throughout life with a focus on how the experiential learning process supports performance improvement, learning and development.
The Adult Learning Theory: Andragogy Of Malcolm Knowles
Pappas, C. (2025). The Adult Learning Theory: Andragogy Of Malcolm Knowles
This paper provides an overview of Knowles' assumptions about adult learners which are the underlying principles of andragogy, and also includes several recommended resources that relate to andragogy.