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Artino, A.R. (2008). Promoting academic motivation and self-regulation: Practical guidelines for online instructors. TechTrends: Linking Research & Practice to Improve Learning, 52(3), 37-45. http://www.springerlink.com/content/lh044532u2670t1g/

Traditional research in online education focuses on comparing online learners to traditional classroom learners.  A recent push toward focusing research on the attributes of learners who perform well in online learning situations has been proposed.  The author discusses the concept of self-regulation learning “as a means of understanding how successful students adapt their cognition, motivation, and behavior to improve learning” (par 3).  Using supporting evidence from several empirical studies, the author presents a set of practical, empirically-based guidelines for online instructors.  The author encourages online instructors to consider learners’ academic motivation and self-regulation when constructing online instruction.

The article brings to the forefront of discussion an issue that is pertinent to both online and traditional learning – how to design instruction to motivate and engage students.  For a class to be beneficial for a student, the instruction must address the students’ academic motivation and self-regulation.  No instructor can make a student learn.  All an instructor can do is build on what the student already has – motivate, regulate, think. 

Barbara. (May 7, 2012). Instructional design and rapid prototyping: Rising from the ashes of ADDIE. Retrieved from: http://www.dashe.com/blog/elearning/instructional-design-and-rapid-prototyping-rising-from-the-ashes-of-addie                                                                                                                                  Barbara, from the Social Learning Blog, talks about the love/hate relationship that instructional designers and eLearning developers have had with ADDIE as they have tried to keep up with the rapid advances in business and the needs for rapid application development.  ADDIE was the foundation for the design of most systems, but in some instances has evolved based on rapid prototyping, customer participation and many feedback loops built into the process.  This rapid prototyping allows for more instructional flexibility that can help eliminate problems early in the development stages as users are able to offer immediate feedback.

This type of alternative to the ADDIE process allows instructors more flexibility with on-line development.  ADDIE is a great framework for course development, but with the addition of many feedback loops the process has the opportunity to catch flaws or areas of improvement before the final course is developed.  This not only makes the course better the first time around, but helps reduce additional time and costs that are involved with keeping classes up-to-date.  It also allows flexibility while maintaining consistency in the process.

Brame, C., (2013). Flipping the classroom. Vanderbilt University Center for Teaching. Retrieved from http://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/

This article defines the term flipped classroom and provides examples from study authors who used this approach and measured the results. The author also gives a theoretical basis for the effectiveness of the flipped classroom and lists the key elements necessary to make a flipped classroom successful. This method can improve student learning outcomes because students gain basic exposure to information on their own, then apply that new information in the classroom where the instructor and peers can provide feedback. This method moves students from the lowest levels of Bloom’s taxonomy to higher ones.

Teachers have long expected students to come to class prepared, so flipping the classroom is not new in concept. However, the rapid advances of technology have allowed more creativity in how students prepare rather than just reading a textbook. Having students attain basic knowledge before class so that class time can be used to develop higher ordered thinking makes sense and should promote longer retention than passively attending a lecture. This format also provides opportunities to use more student-centered teaching methods which are today’s students seem to prefer.

Submitted: 9/11/2016 slanders

Bronson, J. W., Vanevenhoven, J. P., & Wagner, R. J. (2010). A top ten list for successful online courses. MERLOT Journal of Online Learning and Teaching, Volume 6, Number 2, 542-545.  http://www.itdl.org/Journal/Mar_10/article04.htm

In this article, the authors define what they feel are the top ten practices to guarantee a successful online course as well as sharing some of the mistakes that were made in the initial stages of online course development at the University of Wisconsin-Whitewater.  The authors acknowledge and discuss the difference between designing courses for the classroom and those offered in an online format. The need for training and integration of new faculty into the program to maintain course quality is also recognized and the guidelines defined in this article are now being used as a part of new faculty training.

The authors come from positions that represent the roles of instructional designer, instructional technologist, and content expert. They also represent different levels of experience with teaching online.  The experience of the authors and the common sense approach to their guidelines will be beneficial to instructors who are designing an online course as well as instructors who are taking over for a course that has been taught previously. As with courses taught in a traditional classroom format, communication is indicated as a key component to successful instructor/student interactions and the guidelines in this article will benefit students and teachers alike.     

Submitted 10/03/2010 s.engstrom-kestel

Brown, A. R., & Bradley, D. V. (2005).  Elements of effective e-learning design.  The international review of research in open and distance learning (March). Retrieved from:

This ejournal provides a basic but thorough explanation to what makes effective elearning.  The ejournal goes beyond just discussing the required sections of a project but also describes the importance of the specific elements.  It would be appropriate for a new to intermediate instructional designer. 


Submitted on 9/15/14 chollingsworth

Conway, E. D. (2003, January). Teaching strategies for distance education:Implementing the seven principles for good practice in online education. Paper presented at the 5th Annual Science, Engineering & Technology Education Conference, New Mexico State University, Los Cruces, NM. http://spacegrant.nmsu.edu/NMSU/2003/conway.pdf                                                                                  Conway explains that the strategy for distance education has had to shift from the traditional methods of focusing on accumulating the information to learning the skills to acquire and locate the subject matter.  To be successful, distance education learners and teachers must be trained on how to learn in this new paradigm as much as they teach and learn on the course content.  Conway points out that in order to offer the same quality education in distance learning as in traditional methods, it is important to incorporate a variety of technologies to help students achieve this equivalency.

Conway states that incorporating traditional teaching methods with distance learning is a good strategy.  Taking information from Chickering and Gamsons “Implementing the Seven Principles: Technology as Lever” Conway reiterates their seven principles for good practice in education.  1. Encourage student/faculty contact.  2. Encourage cooperation among students.  3. Encourage active listening.  4. Give prompt feedback.  5.  Emphasize time on task. 6. Communicate high expectations. 7. Respect diverse talent.  This source was a reliable source with documented resources. 

Doll, C. A. (2009). Teaching and learning by design. Library Media Connection28(2), 18-20.                      In this article is the author discusses what is needed within a lesson plan in order to be successful as an educator.  At the beginning, the author asks some simple questions about the lesson planning process, and the end section of the article goes into depth on each question.  These are the “hows” and “whats” of instructional design.  She brings up the planning, the delivery, the access, and the evaluating of instructional design.  The author also utilized Bloom’s Taxonomy. 

This source seems to be reliable.  At the end of the article the author provides the reader with her professional background.  This resource could be useful to those who are starting to design a course from scratch.  It provides you with what is essential in order to make your instructional design successful.   This could be most helpful to those who need to know what is a little more important when designing a course.

Submitted: 9/15/13 jgrubar

Elias, T. (2010). Universal instructional design principles for Moodle. International Review of Research in Open and Distance Learning, 11(2), 110-124. Retrieved http://ezproxy.stfrancis.edu:2048/login?url=http://ezproxy.stfrancis.edu:2252/login.aspx?direct=true&db=eric&AN=EJ895752&site=ehost-live                    There are various reasons a learner selects online classes.  During the design process it is important to keep the design suited to various learners.  This paper provides universal design recommendations for instructional designers and online instructors.  The paper highlights the functions of Moodle; however, the principles can be applied to all online instructional design.

This is a peer reviewed journal article describing instructional design principles for distance education.  The information is geared toward Moodle but provides detailed design principles and methodology.  The content would benefit instructional designers or online instructors. 

Submitted 10/2/11 sjurysta

Gutierrez, Carla (2015, August 25). A Quick Overview Of Four Instructional Design Models. SHIFT's eLearning Blog. Retrieved from http://info.shiftelearning.com/blog/top-instructional-design-models-explained

This blog post is a fairly simple and straightforward one. It states that there are basically four common, widely used models that eLearning designers acknowledge. These four models are frequently used to plan and structure their training-

  1. ADDIE Model

  2. Merrill’s Principles of Instruction

  3. Gagne’s Nine Events of Instructions

  4. Bloom’s Taxonomy

The article doesn’t try to evaluate the models or rank them, but rather introduce them to the reader and allow them to apply the model that works best for them in their situation.

I liked the simplicity of the article, and how it was well organized. Ms. Gutierrez went out of her way to make sure that she was not passing judgement on any of the models, but rather introducing them to the reader so that they could do further research and decide which one was best for them. Each of the four models was discussed in turn, and each had links to more resources. These links to additional information made it easy for the reader to find more information about a particular model, and conduct more thorough research to determine if that was the right way to go, or if another model might be better suited to their needs.

Submitted 18 Sept 16 A Childs

Hai-Jew, S.  (2010, December 15). An Instructional Design Approach to Updating an Online Course Curriculum. Retrieved from http://er.educause.edu/articles/2010/12/an-instructional-design-approach-to-updating-an-online-course-curriculum

This article addresses important considerations when updating online course curriculum in an educational setting. Things to examine include legal ramifications, changes in the field of study, new learning theories and teaching strategies, and availability of improved technology. In the legal arena, of particular importance is the issue of intellectual property rights. Information new to the field since the course was originally developed should be added. Incorporating the latest learning methods will help keep the curriculum appealing. Finally, taking advantage of advances in technology is important to staying fresh and accessible.

Though this article is geared toward revising existing curriculum, the considerations discussed are certainly applicable to the development of new curriculum as well. The author provides a comprehensive framework for planning courses or even a series of courses that would be useful to consider when building or revising programming. The article goes in-depth into each of the four areas delineated and provides great insight for instructors and administrators. I highly recommend this article for anyone planning online programming in an educational setting.

Submitted 9/17/16 slanders

Hart, C. & Lau, A.J. (June 20, 2016). Five best practices for developing online courses. American Distance Education Consortium. Retrieved from http://adec.edu/wp-content/uploads/Best_practices_developing_online_courses_6-20-16.pdf       

This is an article provided by the American Distance Education Consortium (ADEC).  It offers a brief outline of a few essential best practices to focus on during the development of online courses.  It highlights the use of a proper “Home Page” or quick reference for necessary features such as a syllabus and instructor/student introductions.  The article stresses the importance of intuitive navigation as well as the use of appropriate technology during the learning process.  It emphasizes the value of encouraging student/instructor and student/student interaction in a variety of platforms.  And lastly, this article establishes the need for leveraging learning management systems to ensure student security.

As the article admits, this is an outline of “a few best practices” that can be helpful in developing an online course.  It is by no means a comprehensive list of essential considerations, however it does highlight some very necessary ideas that can support a successful and effective distance learning opportunity.  This would be a great place to start in helping develop a strategy and framework for an online course.


submitted: 8/25/16 rdaurio

Howell, S., Lindsay, N., & Williams, P. (2003) Thirty-two trends affecting distance education: An informed foundation for strategic planning.  Online Journal of Distance Learning Administration, 6(3).  Retrieved from http://www.westga.edu/~distance/ojdla/fall63/howell63.html                                                                        This lengthy article discusses the strategic plans for distance education and identifies trends that can affect online learning in the future.  Several trends from the past are in question.  Will classrooms be needed? How many teachers will be needed?  Will a campus be needed?  Will physical books be needed?  Additional strategic planning is needed for enrollment trends.  The article indicates enrollment will continue to grow because online education is convenient and there is no common age demographic or age barrier in the online environment like there is in the traditional university setting.  A trend regarding course material that fits the online learning coursework needs to be developed and assessed.  Another interesting trend will include faculty tenure being challenged because distance education rarely move faculty members toward tenure. 

I found this article to be very informative and strategic in planning for the future of online education.  There are several good points that need to be considered regarding the future of the traditional university verses online education. 

Submitted 9/26/13 tjohnson

 Instructional Design (2012).  Retrieved from https://www.netskills.ac.uk/share/file/1012                                 This article found on the Netskills website the Addie model of instructional design.  They define instructional design as a systematic approach to course development that involves an iterative process which requires ongoing evaluation and feedback.  They describe five phases that feeds into the next step of the process.  The steps are the following: analysis of the environment and learner, designing a plan for developing instruction, development of the instructional activities, implementation of the design in the target environment and evaluation of learner performance and effectiveness of the design.

For consistency, it’s usually best to do things in an orderly fashion so that everyone keeps on track with the expectations.  After reading many articles on Addie, I also believe that sometimes we can try to make all classes the same.  Even in the classroom, all classes are not the same and cannot be taught the same, so I think that there should be some room for creativeness in allowing the instructor to make changes based on the objectives of the course and student needs.

Submitted: 9-30-12 tdelker

Joeckel, G. (2012, August 19). How to create a “design blueprint” with a flexible learning sequence for your online course. TOOLS.  Retrieved from http://elearningindustry.com/flexible-learning-sequence-for-your-online-course                                                                                                                                         An instructional designer identifies three functions of an online syllabus which include a contract, a communication tool, and learning aids. He discusses how revisions to the course schedule included in the syllabus during the semester lessen the effectiveness of the syllabus. He suggests keeping the course schedule separate from the syllabus to allow for flexibility and pacing of the cohort. He goes on to describe a tool that is used at Utah State to assist teachers in building an online course schedule. He describes The PDF Course Schedule Builder which helps and allows instructors map the order of modules, provide more details for assignments and designate due dates. Changes can be easily made to the course schedule throughout the semester.

The tool the author describes in the article sounds very helpful to instructors. I agree that there is most likely a need to keep schedule separate from the syllabus. I have seen many schedules in syllabi conflicting with what is published online for assignment due dates. This tool would be very helpful for instructors to update the schedule while keeping the syllabus the same each semester. He included a link in the online article to watch a “how to” video, which was very helpful in seeing this tool in action. It would have been nice if his article was more specific and gave examples of times when this could be used. I felt his discussion of this potential problem for instructors and students was very generic and could have been much more detailed. The video was helpful though, as was the general idea of the fact that there is help if you are running into confusion with an ever changing schedule in a syllabus. The fact that he provided a solution to a problem was at least better than just identifying a problem and leaving it at that.

Submitted: 2/17/2013 Jlivigni

Jonassen, D. (1997) Educational technology research and development. Springer link, Volume 45, number 1.
Retrieved from http://www.springerlink.com/content/f45r2470835n0918/
In the area of educational research and development, educators consider problem solving to be among the most important learning outcomes. The article discusses the difference between well constructed problems and ill-structured problems. It also provides models for learners on how to solve them and designing instruction on developing problem solving skills. I find the article to be very beneficial to individuals interested in developing problem solving skills. As a future educator I definitely agree that one must be able to adequately recognize, address and find solutions to problems that may arise. Having knowledge of various problem solving techniques is a great way to enhance your teaching skills and vital to the learning process.

Kahler Slater. (n.d.). Designing a simulation lab that’s right for you: Top simulation lab trends and considerations. Milwaukee, WI. Retrieved from

Kahler Slater is an architecture and interior designing firm that grew into a global, award- winning team of Experience Designers. Their Academic Health Sciences team has worked with colleges and universities to develop hands on and integrated educational experiences through the development of simulated labs pertaining to hospital, clinic and laboratory environments. This “white paper” written by the architecture firm goes through step by step the considerations and thought process that goes into looking into and developing a simulation classroom.  These steps include the analysis for the need, the amount of funds and room, and the decision as to what to include in the lab to fulfill the curriculum of the program. 

With the advancement in technology, and in the medical field, creating environments that allow students to see, feel, experience and learn what can happen in the “real world” prior to learning on a real patients can only improve patient care.  Creating new graduates with a better understanding and experience of the world of medicine, can only result in better health care and experience to the patients these individuals will be working with.  Simulation labs will provide hands on experience, education and development of competent graduates. 

submitted: 9/17/2016 mmeadors

Kanuka, H. (2006, September). Instructional Design and eLearning: A Discussion of Pedagogoical Content Knowledge as a Missing Construct. Retrieved from E-Journal of Instructional Science and Technology: http://eric.ed.gov/?id=EJ846720

 With eLearning becoming more common within institutions of higher education, institutions are using instructional design to develop these online courses.  The problem is that typical instructional designers are pedagogy experts and learners are content experts.  This article discusses how pedagogical and content experts should work together to develop online courses and why these two theories need to co-exist in online learning.

Kanuka makes some very good points in her article and how to structure an online course though there is still research that needs to be accomplished in this area.  While it is important to state what is being taught, delivery in what is being taught is also dependent on what the student has already learned in their tool box.  This is why it is important for instructional designers to gather the input of teachers within each course.  From this article, I learned that a committee should be formed in designing eLearning courses of those involved in teaching those courses face-to-face.


Submitted:  9/11/2016 nvestal

Kim, K. J. & Frick, T. (2011). Changes in student motivation during online learning.  Journal of  Educational Computing Research, 44(1), 1-23. http://ezproxy.stfrancis.edu:2296/ehost/pdfviewer/pdfviewer?vid=3&hid=12&sid=259294e7-ad3f-415a-aabe-36acbb85220d%40sessionmgr10
This article identifies factors that predict the motivation and success of on line learners particularly in a self-directed learning environment.  The author addresses previous research on motivational influences i Web-based instruction grouping them into internal, external and personal factors.  Conducting research with 368 students, the author concludes that perceived relevance is the primary motivator in beginning a course, but the primary factor for continuing a course was determined to be perceived quality of instruction.

This article is from a peer reviewed journal.  It provides good research into student’s motivation and would be interesting to instructors who are concerned with attrition or a student that may want to recognize their own motivations through this theory.   There are several tables included in the article which make the study results easy to interpret.

Submitted: 10/2/11 dgryglak

Kirk, K. (2015, June 17). Tips for designing online courses. Retrieved September 17, 2015, from http://serc.carleton.edu/NAGTWorkshops/online/design.html

Online courses have the same learning requirements as traditional classrooms, but there are a few other things to consider.  The first section underlines the pedagogic principles that are most important to the overall course design.  Next, some helpful hints are given regarding the content of the online classroom. This is followed by options for communicating the content, with a list of 12 different ways to do so.  The final section encases why projects and case studies actively engage students. With all of the requirements of an online course, this article is a simple guideline to designing an online course. 

Karin Kirk was a Geoscience content developer for the Science Education Resource center at Clareton College for 6 years. By translating dozens of subject matter expert interviews into digital workshops, Kirk has been a very valuable asset.  Much like this article will be for future courses.  It highlights important content, as well as several ways of communicating that content to online students. I specifically picked this article because it’s concise, but also informative. 


Submitted by: Cgibson 09-19-2015

McCleskey, J. (2009). Five E-Learning Design Strategies That Keep Learners Coming Back for More. Retrieved from http://www.learningsolutionsmag.com/articles/155/five-e-learning-design-strategies-that-keep-learners-coming-back-for-more

This article addresses successful learner motivation methods that have helped instructional designers enhance the learning experience.  The article mentions 5 different strategies the reader can incorporate into their e-Learning courses.

This article discusses learner motivation, which is a very important component of the elearning experience.  I found the article helpful in learning about the psychology of motivation and how instructional design can make an impact in that area.  This is a good article for anyone who is learning about how to be a good instructional designer. 

McCleskey, J. (2009). Five E-Learning Design Strategies That Keep Learners Coming Back for More. Retrieved from http://www.learningsolutionsmag.com/articles/155/five-e-learning-design-strategies-that-keep-learners-coming-back-for-more

Submitted 9/20/2015 mfajardo

McKeachie, W. (1995) Learning styles can become learning strategies. The national teaching & learning forum. Vol 4, number 6. Retrieved fromhttp://www.ntlf.com/html/pi/9511/article1.htm

Because teaching involves more than just communicating content within one’s discipline, McKeachie suggest a good teacher needs to motivate students to learn as well as teach them strategies and skills needed to continue learning. In doing so, the article suggest teachers help students develop skills and strategies for learning effectively from teachers that do not match their preferred learning style. I agree that learning and teaching styles vary from one individual to the next and it is important to possess skills to adapt. This will make the learning and teaching experience for both more enriching.  
Submitted: 2/20/11

Mohammadi, H., El-Houbi, A., Yaseen, N. and Duncan, B. (April 22, 2012).  E-learning vs. traditional education: A meta analysis of distance learning technologies. DIAS Technology Review, Vol. 7, No. 2. Available at SSRN: http://ssrn.com/abstract=2043702                                                                                     The article analyzes the use of physical lab spaces in three distance education approaches: conventional labs, software simulation and remote labs. Their analysis is based off surveys distributed through a research study. Their survey research study indicates that the conventional labs are more effective at teaching experiment theory vs. the e-learning modalities of software simulation and remote labs.  However, remote labs do have advantages such as “any place” access for students who desire this, and a barrier from unsafe chemicals and other harmful materials. Of the e-learning approaches, students preferred remote labs to software simulation.

The article is useful for instructional designers or educators who are developing and/or teaching lab based courses in distance education as it offers insight into how to best use the technology. It’s also useful for anyone who needs hard research to support the use of using online labs.

Submitted 9/29/12 bcovelli

Muirhead, B. D. (2002). Relevant assessment strategies for online colleges & universities, USDLA Journal16(2), 1.                                                                                                                                                 Dr. Muirhead focuses not only on distance learning but face-to-face learning as he reveals that an assessment is an important strategy for both forms of teaching.  In distance education and for adult learners, learning needs to be more individualized because of the varying degrees of life experience and academic knowledge.  The instructor’s challenge is to create a virtual environment that is conducive to collaborative learning.  Muirhead believes that assessment is an important element in that process because the evaluation technique helps create the appropriate coursework for the class.  This in turn promotes a better learning environment for each individual during the educational process.

Muirhead’s experience with hands on distance education and his academic credentials make him a very credible expert and author on this subject.  His referenced material covers the gamut of strategies, but the articles main focus was on assessment and grading rubrics as the strategy.  I agree with Muirhead that the feedback between the teacher and the learner is key in creating an educational environment that would be most productive for the student.    

Submitted: 9/13/2013 tjohnson

Pape, L. & Wicks, M. (June, 2010).  National standards for quality online programs.  International Association for K-12 Online Learning.  Retrieved fromhttp://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED509638                                                                                                                          The article addressed what is needed to qualify as a quality online program including course design and online teaching.  The format was in a checklist format offering a rating system to address all areas.  The purpose of the National Standards for Quality Online Program is to provide a set of quality guidelines including leadership, instruction, content, support services, and evaluations.

The information in this article was very user friendly and provided an easy to use checklist to assess the quality of the online course being offered.  The checklist would be ideal for anyone wanting to develop an online program.  Although, the article was developed for education purpose, this checklist could be used in other settings, such as health care or employee programming.  The article also considers the development of both the teacher and the student to ensure the success of the program.

Submitted:  02/04/2012  kwalderbach

Pappas, C. (2016, August 20). Instructional design elements every eLearning course should include. eLearning Industry. Retrieved from https://elearningindustry.com/instructional-design-elements-include-every-elearning-course

The author suggests to use this article as a checklist before launching your eLearning course to ensure you have all of the necessary elements included.  There are 10 elements from goals and objectives to hands-on demos that are discussed in detail to support the design and effectiveness of the course you are creating.  

The author is the founder of eLearning Industry Network and holds an MBA and an MEd in Learning Design.  This checklist offers some very important elements that most eLearning courses should incorporate into the design.  This article may be most helpful at the beginning of the instructional design process.  However, it may present itself a bit too late if you are simply using it as a check-off list before the launch of the course.


submitted 9/13/16 rdaurio

Penn State University (2008). Introduction to crafting questions for on-line discussions.  Retrieved from http://ets.tlt.psu.edu/learningdesign/crafting_question                                                                                        Penn State created an excellent reference for forming online discussions in a way that is beneficial to the student and also to the course objectives.  The article discusses how a discussion question can be formulated in a way to address any level of Bloom’s taxonomy and provides examples for each level.   They assist you in thinking about goals that you want to achieve with the online discussion.

I like this weblink / article because it is user friendly and applicable.  Even if the person is not knowledgeable in “Bloom’s Taxonomy” the article provides the key question options that could be asked for each level of Blooms Taxonomy.   They also discuss key considerations that must be taken prior to creating certain discussions and how to  encourage deeper thoughts into the discussion.

Submitted: 10/2/2011 mcorbett

Proserpio, L., & Gioia D. (2007). Teaching the virtual generation. Academy of Management Learning & Education, 6(1), 69-80.                                                                                                                                      Proserpio and Gioia discuss the issues of what principles should be considered when designing instruction.  The authors propose the concept that changes happening in the environment can have major repercussions on learning and teaching.  How instructors deliver instruction needs to mesh with how the students receive information/learning styles.  Instructors have to meet the students’ expectations.  The traditional ways are not so far off that it would be a major undertaking to adapt.  Instructors must ask how to facilitate the learning process in a way to use modern technology to engage and enhance student learning.

Learning does not happen in a bubble.  Everything happening around a learner affects the learning process.  This must be taken into consideration when designing instruction.  If we cannot engage/build upon what the student knows, how will the student learn? A student does not learn if the student does not see how the material applies to the student’s environment.  Anyone who helps others learn must understand this issue and be able to apply it to materials being taught.

Submitted 9/26/2010 kautrey

Reed, A. (2015, February 9). Distance learning: retention requires a collaborative approach.  Faculty Focus. Retrieved from: http://www.facultyfocus.com/articles/distance-learning/online-student-retention-requires-collaborative-approach/

The article by Anne Reed discusses that institutions of higher education are using online programs to increase enrollment.  It has been well-established that academic and social integration are key factors that influence retention yet most institutions do not take any active steps to ensure this integration occurs for online students.  This integration needs to be multi-tiered in order to be successful as fostering student success is everyone’s responsibility.

The author suggests that three areas of student services work together to support student success that include: student orientation to ensure online readiness, time management skills, and necessary technology use. These steps should be integrated into opportunities for students to interact with peers, faculty and support staff that offer multiple opportunities for interaction.  The second step is enrollment management which serves as an early warning system for at risk students and assist students prior to larger problems occurring such as failure or dropping out.  The third step is academic advising and the advisor would serve to ‘humanize’ the online experience. The solution lies in efforts across the board and implementation for one goal – student retention through a staff that demonstrates a concern for the success of all students.  I agree that these components would serve to aide in retention of online students. 

http://www.facultyfocus.com/articles/distance-learning/online-student-retention-requires-collaborative-approach/                                                        Submitted: 9/6/2015 tsulita

Shee, D. Y., & Wang, Y. (2008) Multi-criteria evaluation of the web-based e-learning system: A methodology based on learner satisfaction and its applications. Computers & Education,  50 (3), p894-905. Retrieved from:  http://www.cblt.soton.ac.uk/multimedia/PDFs/multi-criteria%20eval%20of%20web-based%20e-learning%20system%20learner%20satisfaction.pdf

This article evaluates the learner satisfaction for web-based e-learning (WELS).  Theoretical background information is presented as a frame of reference for evaluation standards within the study results presented.  The survey was completed by college-aged students regarding multi-criteria learner satisfaction addressing e-learning training for industry and education.  The evaluation criterion includes ease of use; user-friendliness; ease of understanding; learner interface; ease of discussion with others including teachers and ability to share data; et al.  The conclusion shows the most important aspect is learner interface. 

The paper gives a good theoretical background on published evaluation criterion as it explores the decision on the criterion that was used in this survey.  Learner satisfaction is clearly defined within the study results.  The importance of the results lies in the planning stage of development of the technology used and the interface implemented as related to learner satisfaction.  The evaluation criterion and results allow planners to better understand end goals to increase training completion and best possible outcomes for retention and expansion of knowledge due to heighten satisfaction.

Submitted 2/7/2013 bmitcheff

Shepherd, C.  (2010, March 26).  The five secrets of instructional design.  Towards Maturity. Retrieved February 17, 2011 from http://www.towardsmaturity.org/article/2010/03/26/five-secrets-instructional-design/ 

Five fundamental, yet very realistic, instructional design formulas are listed in this article that it purports can lead to successful training.  They are:  (1) effective learning is neither obvious nor intuitive – a knowledge dump followed by a quiz is not effective learning; (2) match the needs of the learning (population and shelf life) to the necessary interventions (demands); (3) ensure that rapid development processes and tools are used by employees who know their responsibilities and use them effectively for transfer of knowledge; (4) self-study does not equal distant learning and does not address all learning requirements; and (5) the definition of instructional design is very different today than it was 10-15 years ago.

This article does a great job of incorporating the platitude of ‘practice what you preach’.    While it discusses the formulas and concepts of instructional design and how they are quickly changing because of the enhancement by technology, it connects the dots by introducing connectivism, which is becoming a completely new approach to learning.  Many of the topics broached are not expounded upon in their entirety, but are referenced.  It is this exact concept that the article relays that the transfer of knowledge happens more effectively by limiting instruction yet providing reference materials that can be accessed when needed and/or necessary.

Submitted:  2/20/2011 dcalandro

Siemens, G. (2002, September 30). Instructional Design in Elearning. Retrieved from elearnspace: www.elearnspace.org/Articles/InstructionalDesign.htm

In this article from elearnspace, it defined what instructional design it, the methods of instructional design that are being used and the benefits of using instructional design.  While there are various definitions for instructional design, the main one used for this article dealt with having a blueprint for how an eLearning course will be taught and the method that will be used to teach the course.  What works for one course may not work for another course.  The main benefit for an eLearning course is transparency and an eLearning course will not be taught as an in-class course.

This article was very beneficial in that specific methods of instructional design are listed with a brief description of each method.  It also stated why one needs instructional design to be successful in eLearning as an instructor.  I found it interesting how the author tied in learning outcomes and assessment to instructional design.  The main theme that I gathered from the article is instructional design brings transparency to online courses.

http:// www.elearnspace.org/Articles/InstructionalDesign.htm

submitted:  9/11/2016 nvestal

Stape, C. (2009, September 28). Brain research, instructional strategies, and e-learning: Making the connection. Learning Solutions Magazine.
Retrieved from http://www.learningsolutionsmag.com/articles/8/brain-research-instructional-strategie

This article connects neuroscience, the study of the brain using imaging technologies, with learning. Through neuroscientific research, there is a better understanding of how learning takes place; how it’s stored and retrieved. The author lists several strategies and tactics for creating e-learning programs that will enhance the learning experience and effectiveness. According to Stape (2009), “Knowing about a strategy is the first step. Knowing the basis of why they work is the key to knowing when to use one.”

Learning Solutions Magazine is a publication from The eLearning Guild, a source of information for eLearning professionals. Having read other material on neuroscience, I believe this information to be true and valuable to the e-learning instructor and instructional designer. There is a difference between learning and retention. Learning is about getting new information, and retention is about storing the information in long-term memory and being able to call upon that information in the future. The more we understand how the human brain learns and retains, the better we can choose the right strategy and tactics for the learning experience.

submitted: 9/15/15 ttrout

Stape, C. (September 28, 2009). Brain research, instructional strategies, and e-learning: Making the connection. Learning Solutions Magazine. Retrieved from http://www.learningsolutionsmag.com             Chris Stape provides research completed using brain-scan technologies which have shown that how a person learns can physically change the brain.  He discusses the most effective strategies, includes a plan that helps instructors to decide when to use a strategy, and then finishes the article with ways of implementing proven brain-compatible strategies when teaching in an e-learning environment.  The researched proved that if the learner is presented with a way to bridge new information with information that they already know, there is higher success of the learner placing the new information into their long-term storage and then recalling that information.

I found this article especially interesting because of my medical imaging background.  It provides scientific proof that how we teach, not just what we teach, effects how well students retain the information. Chris gives great examples of ways to take the proven knowledge about how the brain works and utilizing that information to improve the learning abilities of our students. The author has been involved in computer based training for 20 years and has written two articles about e-learning. 

Submitted: 2/20/2011 mmillard

Stockley, D. (2014, May 31). Implementing E-learning Successfully. Melbourne, Victoria, Australia. Retrieved from http://www.derekstockley.com.au/articles/elearning-implementation.html#


This article raises important questions when it comes to the implementation of E-learning in an Organization, along with these important topics discussed: Management of expectations, change management, individual employee’s needs vs. organization’s needs, and benefits of E-learning. Answering the following questions shapes the E-learning strategy: Is the team capable of creating an e-learning program, How will this project be funded, and Will it be just one project or the first of many? Once these questions have been answered, the company will then be able to decide if they need to outsource to develop e-learning systems or if they can develop in-house. By answering the following questions a decision can be made: What are the time constraints, Is the program basic or advanced, Can decisions be made or is expert advice and assistance needed?


The source of this article is Derek Stockley, who has twenty-five years of experience in training programs and is the owner of Derek Stockley Pty Ltd.  In addition to his training background, his highly experienced team is made up of senior consultants (20+ years experience) and consultants (15+ years experience).  Because of their extensive background their training programs are highly effective, making them reliable resources. Derek Stockley’s article stood out because he explains how he talks with his participants, in the training programs, not at them. The information from this article could be useful for the collaborative project or for future endeavors in the work force.


Submitted: 9/3/2015 cgibson

Van Duzer, J. (2005).  Instructional design tips for online learning.  Retrieved from http://www.csuchico.edu/tlp/resources/rubric/instructionalDesignTips.pdf                                                                                                  This is a checklist that covers six different components needed for a quality online course: Learner Support and Resources, Online Organization and Design, Instructional Design and Delivery, Assessment and Evaluation of Student Learning, Appropriate and Effective Use of Technology, and Faculty Use of Student Feedback.

This is an extremely beneficial list of components that should be included in an online management platform for a quality driven online course.  I love the fact that it is in a checklist format.  Anyone would be able to start at the beginning and go through the list of needed components for an online course.  This could be used for the creation of a course but also to revise / revamp an existing online course.

Submitted: 10/2/2011 mcorbett

Wiid, J., Cant, M. C., & Nell, C., (2013) Open distance learning students’ perception of the use of social media networking systems as an educational tool. International Business & Economics Research Journal, 12(8), 867-881. Retrieved from http://journals.cluteonline.com/index.php/IBER/article/view/7985/8039   Technology is being used at an increased frequency in educational settings, and students are expected by employers to have experience in these technologies, especially social media, when they enter the workforce.  The article explores literature that has been published which points to both the benefits and risks involved in using social media for educational purposes.  It also goes on to describe several different social media systems.  After a description of the research methodology, the article concludes with the study findings which include the importance of easy use and accessibility within all age groups but that it is the younger age groups find social media networking to be important.  This leads to a recommendation to educational institutions to implement strategies to engage older student who do not share in the belief of this importance.

This quantitative research utilizing questionnaires provides insight to the perceptions of students within differing age categories.  This is useful information for individuals or institutions who are implementing social media into their educational programs.  By reviewing this article, the reader can gain better insight into those beliefs which can aid in the choice of social media utilized.  The reader will also better understand why they must be aware of the demographics of the students they are hoping to attract.  Implementing social media into a program aimed at an older population will require motivating strategies to assure successful use of this technology.

Submitted 9/24/13 twolfe