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This entry is an example of an annotated bibliography that I produced for English 7701, Research Methods in Technical and Professional Writing. This entry was produced according to these parameters: Contain evaluative abstract for each entryword length 150-200 Content framed in terms of subject of annotated bibliography Documentation: at least 20-25 worksonly 5 valid websites. Other articles must come from professional journals or books. Use APA style consistently

This entry is included in the portfolio because it shows my ability to: Conduct scholarly research Synthesize information from secondary sources Annotate in a concise manner Use Microsoft Word to format the document according to the specifications of the instructor Demonstrate my knowledge of taught concepts

Additionally, this entry provides an example of some of the work I plan to do when I exit the program. As an instructor, I plan to survey the existing research in the field to inform my current teaching methods and hone my craft. In preparing this item, I drew extensively from many sources, but the instructor evaluated the following: Bernard, R.; Rubalcava, B.; and St. Pierre, D. (2000). Collaborative online distance learning: issues for future practice and research. Distance Learning, 21, 270-277. Dorrian, J.; Wache, D. (2009). Introduction of an online approach to flexible learning for oncampus and distance education students: lessons learned and ways forward. Nurse Education Today, 29, 157-167. Hege, B. (2011). The online theology classroom: strategies for engaging a community of distance learners in a hybrid model of online education. Teaching Theology & Religion. 14(1), 13-20. Smith, L. M. (2006). Best practices in distance education. Distance Learning, 3(3), 59-66. Sull, E., & Skora, C. M. (2010). Creativity. Distance Learning, 7(2), 69-73. Xin, C., & Feenberg, A. (2006). Pedagogy in Cyberspace: The dynamics of online discourse. Journal Of Distance Education, 21(2), 1-25.

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Tecarra Sutton Dr. Southard ENGL 7701 Project 3 Annotated Bibliography 1. Bernard, R.; Rubalcava, B.; and St. Pierre, D. (2000). Collaborative online distance learning: issues for future practice and research. Distance Learning, 21, 270-277. This article offers a comprehensive look at common practices and issues regarding collaborative online learning in distance education. Also, the article examines the problems that have long existed within distance education. Following that is a discussion of what collaborative online learning encompasses and a review of the primary instructional design issues that relate to it. These are: (a) course preparation; (b) creating a good social climate and sense of community; (c) the role of the instructor; (d) encouraging true collaboration; and (e) the effective use of technology. After referencing literature on problem-based learning, authors suggest that the combination of technology and collaborative online learning could be very effective. Authors also recommend areas of further study. This article would be a useful tool for readers who are interested in collaborative learning as it relates to distance education. Readers who already teach or are interested in teaching in distance education could also find this article useful. 2. Boris, G.; Reisetter, M. (2004). What works: student perceptions of effective elements in online learning. The Quarterly Review of Distance Education, 5, 385-393. In this article, the author discusses the importance of understanding the needs of students and how those needs relate to design elements in distance education. Online education holds great potential for rural states like South Dakota, which has been recognized for advances in distance education. To maximize the potential of online learning, design elements that students believe are needed for successful online learning experiences must be identified. In this study, we present the qualitative and quantitative results of a survey administered to students in 7 School of Education graduate courses at the University of South Dakota. Course coherence, clear goals, teacher voice, and extensive teacher feedback were the

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most important elements for learner success. Student-to-student communications ranked lower than expected in students' analysis of their experiences. This article is useful for those interested in distance education pedagogy. 3. DePew, K.; Lettner-Rust, H. (2009). Mediating power: distance learning interfaces, classroom epistemology, and the gaze. Computers and Composition, 26, 174-189. In this article, authors take a look at the traditional classroom interface through the correspondence course interface, the simulated classroom interface, and the synchronous video interface to raise questions about the infrastructures of distance learning and their implications for student learning. According to the authors, distance learnings interfacesfrom corresponding through the postal service to the televised talking head have traditionally been designed from the top down, supporting banking models of learning or, in writing instruction, current-traditional rhetoric pedagogies. Due to temporal and spatial constraints, these interface designs often support (or encourage) oneway communication from the instructor to the student. Students mostly interact with the instructor by asking questions or submitting work, and they tend to have little correspondence with other peers. These methods clearly privilege the instructors knowledge and evaluation. Furthermore, these interface designs empower the instructor to gaze upon the students and assess themoften not as a corporeal body but as a corpus of texts. Thus, each interface adopted for distance learning sets up a power dynamic in which the capability to share the roles of creating knowledge is juxtaposed with the instructors capability to normalize the students and reify their own authority through their gaze. This article is useful for any readers interested in teaching in distance education and concerned about the power dynamic between instructors and students in online courses. 4. DiRamio, D., & Wolverton, M. (2006). Integrating learning communities and distance education: possibility or pipedream?. Innovative Higher Education, 31, 99-113. In this article, authors present a study done to assess the applicability of learning community principles to distance education courses. High attrition rates in online courses prompted the study. Research suggests that elements of learning communities can be used to combat feelings of isolation and decreased motivation that contribute to the high attrition rate in distance education. After presenting an online survey to attendees of an

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educational conference and desegregating the data, the authors developed a diagnostic tool to assess whether an online course offering contains elements of a learning community. Although this study can only be viewed as exploratory, this article is useful for readers who have an interest in decreasing the attrition rate in distance education or learning communities and their applicability to online courses. Also, this article could be of interest to readers who wish to design their own study of a related subject. 5. Dorrian, J.; Wache, D. (2009). Introduction of an online approach to flexible learning for on-campus and distance education students: lessons learned and ways forward. Nurse Education Today, 29, 157-167. This article explores the need for flexible delivery options or online course offerings that meet the needs of students who are sometimes uncomfortable with or unenthusiastic about online learning. The authors contend that excellent teaching practices can alleviate stress and apprehension faced by students in an often unfamiliar online learning environment. Online delivery of a first year nursing course (for distance learning and face-to-face provision) was introduced to facilitate reliable studentstaff and studentstudent communication and streamline assessment procedures during a period in which class sizes increased (from 500 in 2003 to more than 650 in 2004 and 2005). Results of an evaluation exercise are presented, which aimed to: (1) trial online methods for course delivery and assignment submission; (2) canvass both student and staff responses to these innovations; (3)identify areas requiring change/improvement; and (4) formulate a strategy for improvement and continuing use of the technologies. Results suggested a positive response to the innovations by both staff and students. This article is useful for readers who are interested in implementing a distance education program or learning more about distance education in general. 6. Gabriel, M. A. (2004). Learning Together: Exploring Group Interactions Online. Journal Of Distance Education, 19, 54-72. In the article, the author discusses the findings of a research study. The research study was developed to explore: (a) the attitudes of online students toward learning in a constructivist learning environment; and (b) what students identify as benefits and challenges of working in small virtual groups (56). A lack of documentation on effective online course pedagogy and expectations for online collaborative learning prompted the study. The article describes the course, learners, research methods, data collected, and results of the case study. According to the article,

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some of the students had difficulty adjusting to the constructivist learning environment, while others embraced the recursive learning process. Also, some students reported feeling as though they had learned a great deal through working in small virtual groups. This article is useful for readers who are considering taking distance education courses or working in the field. 7. Hall, P. (1996). Distance education and electronic networking. Information Technology for Development, 7(2), 75-89. This article examines distance education, electronic communications, and when combined, the potential for aiding the developing world as a whole. According to the author, this potential is increased through the use of multimedia. A study using the United Kingdoms Open University provides a backdrop for analysis. Student tutorial support, collaborative learning, accessibility of educational materials through the Internet, and the electronic delivery of all information are all described in the article. The author also takes time to reject the alternate option of using television broadcasts as a means to supplement lecture. While the author discusses the disadvantages of the marriage of distance education to electronic communications, there is a clear recommendation for the use of electronic communication within distance education. This article would be useful for readers who are interested in distance communication worldwide. Also, readers who wish to teach distance education or continue teaching online courses could find this article helpful and interesting. 8. Harris, D.A.; Krousgrill, C. (2008). Distance education: new technologies and new directions. Proceedings of the IEEE, 96, 917-930. This article discusses technology as its important role in distance education. The author also defines the Five Sloan-C Pillars of Distance Education and relates them to the types of technology being used within the discipline. These pillars are learning effectiveness, cost effectiveness, access, faculty satisfaction, and student satisfaction. After providing a thorough overview of technological advances in the past, the author relates some uses of technology to the previously mentioned pillars of distance education. Some methods and types of technology discussed include iPods, podcasts, web blogging, simulations, tablet pcs, webcams, and media streaming. According to the author, the use of these types and methods of technology in distance education echo real life where such technology is already present. This article is useful for any reader interested in trends of technology

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within distance education or readers who teach distance education and have an interest in finding alternate ways to use technology to enhance student learning. 9. Hege, B. (2011). The online theology classroom: strategies for engaging a community of distance learners in a hybrid model of online education. Teaching Theology & Religion. 14(1), 13-20. In this article, the author discusses the importance of engagement in distance education courses and describes his own methods of maintaining student engagement in his own hybrid course. Without trust and comfort, engagement can be difficult to attain, and the author provides suggestions on how to foster a positive learning environment in an online environment. Providing a forum for introductions and establishing a visual presence by creating an introductory video or live broadcast (via a program like Skype) are both mentioned as means for creating an environment of trust and comfort among the instructor and his or her students. In order to increase engagement, the author suggests weekly blogging, online class discussion, and frequent feedback as means for keeping students interested. This article is useful for readers who either desire to teach online courses or already have and need guidance on how to increase student engagement. This article provides information that is easy to understand and implement. 10. Kanuka, H., & Conrad, D. (2003). The name of the game: why distance education says it all. Quarterly Review Of Distance Education, 4, 385-393. In this article, the authors discuss the language of distance communication and its importance. Language in distance education has changed many times, resulting in new terms for many of the same elements of distance education pedagogy. The authors provide examples of the new terminology that exists within the language of distance communication and argue that this language must be comprehensible to educators and students. Also, the authors call for a uniform method of referring to distance education and its pedagogy. They advocate the idea that educators carefully select their terminology to avoid confusion. This article could be helpful to readers interested in the theoretical principles of distance education pedagogy as well as those who plan to begin a career teaching in the field of distance education. 11. Lewis, P., & Price, S. (2007). Distance education and the integration of E-learning in a graduate program. The Journal of Continuing Education in Nursing, 38(3), 139-43. In

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this article, authors describe the process of implementing a hybrid (online and face-toface) course. First, authors offer an overview of literature on the subject of distance education and provide information concerning obstacles in distance education for students and educators. There is also mention of the various advantages of online learning such as increased student autonomy and elimination of feelings of embarrassment over incorrect answers or working at a slower pace. After providing a brief overview of effective techniques and best practices in distance education, the authors describe in detail the planning, implementation, and evaluation of the blending of e-learning with face-to-face education in the postgraduate nursing forum. There is also a description of the experiences of a student group within the hybrid course. This article is useful to readers interested in distance education in general or how distance education can be combined with face-to-face meetings to create a full bodied learning experience.
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Markel, M. (1999). Distance education and the myth of the new pedagogy. Journal of Business and Technical Communication, 13(2), 208-222. In this article, the author attacks the idea that distance education or online pedagogy requires a new type of teaching method. Whether a course is a traditional face-to-face offering or completely hosted online, the teaching methods and quality remain the same. In addition, the author asserts that no instructional method (traditional classroom or online) is better than the other. A well-organized instructor who is well trained in his or her field of expertise can offer high quality instructor regardless of the medium. This article offers rationale behind the opinion that there is no magical new pedagogy required for distance education as well as ideas concerning the recent interest in distance education in general. The author cautions readers against buying into the idea that distance education is superior to traditional classroom instruction, warning that such an action can lead to a surge in distance education programs. An increase in distance education programs could lead to larger class sizes and job cuts. This article is a useful source of information for readers interested in becoming an online instructor or teachers who are considering converting their traditional classroom courses into online offerings. The author provides a compelling argument against the idea that distance education requires a different method

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of pedagogy than that already being practiced by highly trained and knowledgeable classroom teachers. 13. Mullins-Dove, T. (2006). Streaming video and distance education. Distance Learning, 3(4), 63-71. This article takes a critical look at one problem that exists in distance educationthe lack of human interactionand offers streaming video as a viable solution. The author then defines streaming video and discusses the types of streaming video available, providers of the technology, advantages and disadvantages of its use, and its future. Some notable advantages include ease of use, availability of current information, accessibility, and editing capability. According to the author, streaming video can increase student engagement and provide students with the human interaction that is sometimes lacking in distance education courses. Engagement is a major concern in distance education or online pedagogy. This article provides useful information for readers interested in ways to increase engagement in an online learning environment. Readers, especially prospective online instructors, should find this article does a proficient job of detailing how streaming video can be utilized to increase student interest and provide human interaction. 14. Orellana, A. (2006). Class size and interaction in online courses. The Quarterly Review of Distance Education, 7, 229-248. In this article, the author shares findings of a study designed to determine instructors perceptions of optimal class sizes for online courses with different levels of interaction. Research and practices were also discussed in relation to the study and its findings. Data was gathered using a web-based survey and subjects of the study included online courses taught within the last five years by a single instructor. Also, undergraduate and graduate courses were used in the study. Instructors described the level of interactive qualities in their most recently taught online course using a Web version of Roblyer and Wienckes (2004) Rubric for Assessing Interactive Qualities in Distance Courses, and they indicated optimal class sizes according to such qualities. Responses from 131 instructors were analyzed. On average (a) instructors described their online courses as highly interactive, (b) the actual class size of the online courses was 22.8, (c) a class size of 18.9 was perceived as optimal to better achieve the courses actual level of interaction, and (d) a class size of 15.9 was perceived

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as optimal to achieve the highest level of interaction. This article is useful for readers interested in studies on class size and its relation to interaction in the online classroom. 15. Rahimzadeh, K., & Kolloff, M. (2005). Distance learning and role play. Distance Learning, 2(5), 18-22. In this article, the authors discuss role play and distance education as well as describe the results of a project involving Shakespeare and online role play. Designed to determine and influence students and teachers attitudes toward Shakespeare and his works, the project spanned a period of several weeks and included four parts: asynchronous discussion questions, synchronous online interview with Shakespeare, asynchronous online assessment, and face-to-face assessment with Shakespeare. For the first part of the project, students formed and categorized discussion questions about Shakespeares personal life and works, as well as questions concerning historical information in order to prepare for the online interview. The online interview took place with students posing their questions to a teacher acting as Shakespeare on an online forum. The online assessment provided an opportunity for students and teachers to evaluate the results of the online interview while the face-to-face assessment allowed the teacher to debrief the students on their project. This source is useful for someone interested in online pedagogy and instructional methods. Role play seems to be interesting as well as an effective tool for providing instructional that is fun and functional. 16. Reinheimer, D. (2005). Teaching composition online: whose side is time on?. Computers and Composition, 22, 459-470. In this article, the author explores issues of workload and time spent within distance education as it relates to students and teachers. Also, the author uses research data in attempt to ascertain for which group (student or teacher) is online course work more intensive. Although many studies seem ambivalent, the author seems to think instructors have the largest workload and spend much more time teaching for an online course than a traditional face-to-face course. Using literature and visuals, the author claims that instructors for online courses spend nearly twice as much time working than those who teach face-to-face. Reasons for the large difference in workload seem to be hardware and applications, instructional design, and student learner characteristics. This article is useful for readers contemplating teaching online courses because it highlights a major concern within distance education from an employment

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standpoint. Also, readers interested in distance education in general may find this article helpful because it explains some of the factors of distance education that lend themselves to increased teaching time. 17. Saunders, E. (2001). Interactive online learning for teachers. NASSP Bulletin, 85, 51-57. This article details a Masters of Teaching and Leadership program that focuses on providing teachers with instruction on how to build their professional and leadership skills. The program is offered completely online and links teachers from all over the country. According to the author, such a program is necessary in order to meet the needs of classroom teachers who desire instruction to become better qualified but do have the time or energy to meet in traditional classroom setting. The flexibility of a distance education program is better suited to the needs of often busy teachers. Teachers who have taken part in the program are given the opportunity to work with mentor or serve as a mentor to a new teacher, collaborate on projects, and share ideas over an online interface. While this article is well written and interesting, it serves little use to readers who are interested in online pedagogy. Information about how to effectively provide online instruction is absent in this article. The audience for this article seems to be readers interested in becoming more skilled in their profession as classroom teachers. 18. Smith, L. M. (2006). Best practices in distance education. Distance Learning, 3(3), 5966. The author explores best practices in distance education and offers suggestions for providing distance education that is effective and engaging. According the authors sources, many elements contribute to meaningful distance education instruction such as "asynchronous collaboration, explicit schedules, expert facilitation, inquiry pedagogy, community building, limited enrollment, high quality materials, purposeful virtual spaces and ongoing assessment". The author places a great deal of emphasis on the importance of facilitating high level thinking and problem-solving. Students should be encouraged to think critically, not simply acquire new knowledge to retain temporarily. Also, the author also discusses high quality assessment and its pivotal role in effective distance education. Assessment provides a means for evaluation for both instructor and student, rending it invaluable in the distance education arena. For readers interested in online pedagogy or distance education, this article can be very useful. It provides the prospective distance

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education instructors with key information on how to provide a fruitful learning experience. 19. Sull, E., & Skora, C. M. (2010). Creativity. Distance Learning, 7(2), 69-73. In this article, the author discusses the importance of creativity in distance education and provides suggestions on how to inject creativity into ones instructional methods and delivery. Creativity is important because it increases student engagement and makes learning more fun and meaningful. The author asserts that readers understand the importance of creativitys role in distance education, look for ways to combine classroom elements to establish new connections, allow students opportunities to exercise their own creativity, utilize audio and visuals, brainstorm for new ideas, extend learning beyond the course, reinvent yourself, view mistakes as opportunities for increased creativity, and use puzzles. This article is very useful for readers who plan to or already teach distance education courses. Readers who plan to teach can use this article to help them insert creativity into their future lessons while those who already teach can use this article to examine their current instructional delivery and assess their own creativity level. 20. Xin, C., & Feenberg, A. (2006). Pedagogy in Cyberspace: The dynamics of online discourse. Journal Of Distance Education, 21(2), 1-25. This article explores a model for understanding pedagogy in online forums. The model discusses contains four key elements: (1) intellectual engagement, (2) communication and common ground, (3) dialogue and motivation, and (4) group dynamics and leadership. Intellectual engagement describes the foreground cognitive processes of collaborative learning. Communication processes operating in the background accumulate an ever richer store of shared understandings that enable the forward movement of the conversation. The collaborative process requires a moderator to coordinate communication and learning in a group. The moderator in online education is usually a teacher who shares knowledge in the process of leading discussion. Finally, a successful discussion generates intrinsic motivations to participate, which keep the discussion going. For someone who is new to pedagogy in online forums, this article is very useful. It provides an in-depth look at pedagogy in an online environment and highlights the importance of engagement and teacher-student relationships in successful learning centered communication.