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Stephanie A. Barbee
OMDE 608
Section: 9040
February 23, 2014
Assignment #1: Annotated Bibliographies


Berge, Z. L. (1995). The role of the online instructor/facilitator. E-Moderators.com. Retrieved
from http://www.emoderators.com/moderators/teach_online.htm

This article focuses on computer conferencing as a form of student support in an online learning
environment. While not all computer conferences are the same, students and instructors should
be aware of the value that is afforded to the overall learning in a distance education environment.
The author articulates challenges, while examining some of the issues that arise regarding
computer conferencing. This article includes two forms of interaction in learning, interaction
with content and interpersonal interaction, and covers the pedagogical, social, managerial, and
technical roles of successful online tutoring. Pedagogical recommendations include clear
objectives, flexibility, participation encouragement, and many others. In regards to social
recommendations, the author suggests that instructors be accepting of lurkers, guard against fear,
watch the use of sarcasm or humor, as well as others. The article also provides suggestions for
the managerial and technical aspects of an online learning environment. With several references
to support the ideas of the author, this article encourages the proper use of computer
conferencing as a tool for online learning. This article would be of interest to students and
professionals interested in instructor roles, student support, and recommendations for a more
comprehensive learning environment
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Blaschke, L. M. (2004). Sustaining online collaboration: Seven lessons for application in the
Volkswagen AutoUni. In U. Bernath & A. Szcs (Eds.), Proceedings of the 3rd EDEN
Research Workshop Oldenburg, March 4-6, 2004, (pp. 388-394). Oldenburg:
Bibliotheks- und Informationssystem der Universitt Oldenburg.

This article examines seven lessons for the support and sustainment of collaborative efforts
within an online learning environment. While very difficult to achieve in an online environment,
the author provides the following seven lessons for success: promoting a learning culture,
capitalizing on learning champions, building trust and relationships, making use of management
tools and methodology, using both face-to-face and online interactions, providing infrastructure
and technology, and being flexible. The author acknowledges the elements that must exist for
the successful collaboration of teams online. With the focus on the overall learning environment,
adjusting and capitalizing on challenges helps build the infrastructure needed for efficient and
effective collaboration. With the use of several resources, this article articulates a set of lessons
that help to build cohesive teams within online learning environments. This article would be of
interest to practitioners of a distance education program seeking information on productive team
building in an online environment.



Brindley, J. E. (1995). Learner services: Theory and practice, Distansutbildning i itveckling,
Rapport nr. 11 (pp. 23-34). Umea, Sweden: University of Umea.

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This research report examines multiple factors as they relate to the theory and practice of learner
services in online distance learning (ODL). While learner services are not strongly supported
politically or economically, the author describes a possible framework for justifying to
institutions the need for learner support for those who study at a distance. Theory serves as a
framework, providing rationale for services that are important for students to be able to learn and
apply what they have learned effectively. The author provides strategies for building an
intervention model and points out potential issues that may arise in the development phase. With
a clear service model, practitioners can avoid having services removed by utilizing technology,
balancing student recruitment and advocacy, investing in staff development, improving access,
and adapting to changes within ODL. This report includes eight references and two figures,
outlining challenges and recommending strategies to better serve the student population in ODL.
This report would be of interest to those involved in the development or management of learner
services for students in ODL.


Brindley, J. E., Walti, C., & Zawacki-Richter, O. (2004). The current context of learner support
in open, distance and online learning: An introduction. In J. E. Brindley, C. Walti, & O.
Zawacki-Richter (Eds.), Learner support in open, distance and online learning
environments (pp. 9-27). Oldenburg: Bibliotheks- und Informationssystem der
Universitt Oldenburg.

This academic report identifies and defines popular terms relating to student support within the
online distance learning community. Technology has changed the way practitioners view online
distance learning and student support, and the authors explain how these terms can be helpful
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within learner support activities. With a clear understanding of the terms defined in this report,
practitioners can better adapt to changing views and changing technologies as they relate to
online learning. Some of the terms defined include the three realms of student learning
communities and the four basic forms of media-based learning. This report includes dozens of
references and one figure, providing readers with an overview of learner support and how it is
applied within media-based teaching and learning. Knowledge of these terms supports activities
and elements of learner support, while facilitating teaching and learning. This report would be of
interest to those studying the practice of learner support in distance learning or professionals
within the field of distance education.


LaPadula, M. (2003). A comprehensive look at online student support services. American
Journal of Distance Education, 17(2), 119-128. doi: 10.1207/S15389286AJDE1702_4

This journal article reports on a satisfaction survey given to students of the New York Institution
of Technology (NYIT) and offers suggestions for institutions to improve their support services.
Student support is becoming increasingly popular among distance educators, and practitioners
are finding that traditional methods are no longer adequate in an online learning environment.
The authors list what NYIT offers their online students, and classifies each type of support
within the following categories: advising/career counseling, personal/mental health counseling,
and services that promote a sense of community. The satisfaction survey divided answers into
either satisfied or dissatisfied responses, and found that nearly one-third of students were
dissatisfied with learner services. In addition, many of the students surveyed desired services
similar to those available for on-campus students. This journal article includes several
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references, and addresses survey results that can assist institutions in developing excellent
learner support for online students. This article would be of interest to practitioners involved in
learner support, and those studying the practice of learner support in an online learning
environment.


Naidu, S. (2004). Supporting learning with creative instructional designs. In J. E. Brindley, C.
Walti, & O. Zawacki-Richter (Eds.), Learner support in open, distance and online
learning environments (pp. 109-116). Oldenburg: Bibliotheks-und Informationssystem
der Universitt Oldenburg.

This chapter of academic writing discusses the usefulness of integrating cognitive strategies
within the instructional design of an online distance education course. Through the use of
cognitive scaffolds, instructors are able to provide learners with an effective and engaging
learning environment. The author addresses the following five types of learning: story-centered,
problem-based, critical incident-based, design-based, and role play-based. To mold a supportive
learning environment for online students, the author articulates the importance of creating
activities that simulate real-life scenarios, provide opportunities to reflect on challenges, allow
students to interact and learn from one another, and learn from collaborative activities. With
several references to support the ideas presented in this article, the author emphasizes the need
for learning-centered support for students in an online learning environment. This article would
be of interest to those developing or managing learner support services, especially from within
the actual course design.

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Rekkedal, T. (2004). Internet based e-learning, pedagogy and support systems. In J. E.
Brindley, C. Walti and O. Zawacki-Richter (Eds.), Learner support in open, distance and
online learning environments (pp. 71-93). Oldenburg: Bibliotheks-und
Informationssystem der Universitt Oldenburg.

This journal article examines several dimensions within distance education, while focusing much
of the discussion on student support services. Along with a thorough examination of popular
terms, the author covers pedagogical issues, including theories and philosophies that rationalize
his ideas surrounding teaching and learning. Autonomy, cooperative learning, guided didactic
conversation, industrialization, and constructivism are among the theories covered in this article,
with each providing a foundation for outlining student support services. With flexibility and
accessibility being two of the most compelling reasons students seek out online distance
education, the author focuses on improving these elements with recommendations and resources
for practitioners. This article also addresses possible causes for students to drop out, and
provides models that explain completion and attrition issues from three different professionals.
With online distance education students desiring superior student support services, the author
offers several elements that may assist in the development or management of these services.
This journal article includes several references and figures, providing readers with a clear
explanation of areas surrounding online distance education with an emphasis on student support.
This article would be of interest to practitioners and students of distance learning who want
information about student support services.


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Shea, P., & Armitage, S. (2003). Beyond the administrative core: Creating web-based student
services for online learners, resources, guidelines (Research Report: 11627). Retrieved
from the Western Interstate Commission for Higher Education website:
http://www.wiche.edu/pub/11627

This website covers a three year project that assessed the development and implementation of
student services provided to online distance education students of three separate institutions.
While difficult to provide time- and location-independent access to services, the National Center
for Higher Education Management Systems (NCHEMS) addressed access, impact on learning,
quality, design and delivery, collaboration, workforce impact, and dissemination and
distribution. Guidelines were created as the result of this project, providing institutions with
recommendations for student support services. This website includes archived webcasts, topics,
resources, and transcripts, and offers information regarding the success of their collaboration and
difficulties relating to the project. The authors emphasize the importance of creating a list of
common terminology, and provide a thorough examination of the following support services:
academic advising, career planning, financial assistance, library services, orientation, counseling,
and tutoring. Ultimately, this lengthy website offers multiple references and figures that help
converse the wealth of information gathered from this project, and would be of interest to those
developing or managing student support services for distance education institutions.


Simpson, O. (2004). Retention and course choice in distance learning. In U. Bernath & A. Szcs
(Eds.), Proceedings of the 3rd EDEN Research Workshop Oldenburg, March 4-6, 2004,
(pp. 381-387). Oldenburg: Bibliotheks- und Informationssystem der Universitt
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Oldenburg.

This journal article focuses on the process of course choice and how it relates to student support
services in an online learning environment. There are various methods and resources available
when a student selects a course, and the author discusses some of the challenges that students are
faced with during this process. By providing students with a course choice advisor, institutions
can better serve prospects, but this also results in issues that must be addressed accordingly. The
author covers the effectiveness of student feedback, tutor feedback, cost and limitations of the
following recommendations: allow prospects to view student comments, preview course
materials, and utilize diagnostic materials specific to the school and course. With eleven
references and a suggestive format, this article addresses the issue of inadequate course choice
guidance and provides suggestions for improving this area within online distance education. It
would be of interest to those who are practitioners of distance education, involved in the
development or management of student support services.



Walti, C. (2004). Implementing web-based portfolios and learning journals as learner support
tools: An illustration. In J. E. Brindley, C. Walti, & O. Zawacki-Richter (Eds.), Learner
support in open, distance and online learning environments (pp. 157-168). Oldenburg:
Bibliotheks- und Informationssystem der Universitt Oldenburg.

This academic chapter addresses Web-based portfolios as a form of student support within an
online learning environment, serving as a tool that expresses all that a student has accomplished
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and acquired throughout an extended period of time. The University of Maryland University
College (UMUC) requires that students develop and maintain a Web-based portfolio as part of
the Master of Distance Education (MDE) program. Detailing the formal set-up, contributions,
and technology of the Web-based portfolio, the author includes the benefits of this learning tool,
as well as the challenges faced by students and instructors. Within the portfolios students are
required to keep learning journals, which serve as a reflective framework that supports the
learning completed for individual courses. While the Web-based portfolio and learning journals
require a great deal of time to develop and manage, students within the MDE program support
the use of this learning tool. With multiple references, this article introduces the Web-based
portfolio and learning journals as a successful learning tool that facilitates reflection and mastery
of material within UMUCs MDE program. This article would be of interest to those
researching, developing, or managing learner support services for online distance education.