Sherma Edwards

OMDE 608 Section 9040

September 28, 2014
Annotated Bibliography

OMDE 608 Annotated Bibliography- Some Factors Related to Learner Support in Distance
Education and Training
Berge, Z. (1995). The role of the online instructor/facilitator. E-Moderators.com. Retrieved
August 18, 2004, from: http://www.emoderators.com/moderators/teach_online.html
This article, written by Berge (1995) outlines some key purposes and expected roles the
instructors in a computer conferencing (CC) environment must follow. Berge gives his definition
of computer conferencing, and suggests some best practices instructors need to follow, in order
to provide an effective and successful online learning atmosphere. According to Dr. Berge,
teachers need to have social, managerial, technical and pedagogical skills. The interaction
between the teacher and the students can be challenged but with clear or concise goals and
objectives, Berge believes these factors will minimize any issue in online programs. This article
is well-organized, easy to read and also lists nine references, including thirty additional
resources. This scholarly article is a very helpful and resourceful document and can be used as a
guide for potential instructors and those who are currently practicing in the field.
Blaschke, L. (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.
The author introduces this specific case study, Volkswagens (VW) AutoiUni in this
paper and aligns her argument to the perspective of a business setting. However, the data
presented is also relevant and can be applied to the academic world. The advantages of effective
collaboration and the use of accessible technology to support online organizations and its teams
are discussed. Blaschke (2004) uses seven categories to promote the best applications required in
online collaborations. Important factors from the paper includes: the need for team building,
organizational visions, goals, objectives, corporate training, workshops, financial support,
stakeholders, leaders, trust, flexibility and willingness to adapt to change. Each factor is valuable
in creating a healthy online workplace environment and collaboration, according to the article.
Organizations and its leaders need to encourage a culture of knowledge sharing and learning
through trail and errors. The paper was well structured and very reflective and concludes that in
order to make sure an organization is successful, effective communication and learning is
required. Blaschke is the director of the Master of Distance Education and E-learning MDE
program for University of Maryland University College (UMUC) and a renowned instructor.
The paper is beneficial for online and distance learners and educators.
Brindley, J. E. (1995). Learner services: Theory and practice, Distansutbildning I itveckling,
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Sherma Edwards
OMDE 608 Section 9040
September 28, 2014
Annotated Bibliography

Rapport nr. 11 (pp. 23-34). Umea, Sweden: University of Umea.

The author, Brindley (1995), in his article, notes there is a change in the open and
distance learning (ODL) arena and there is a need for good quality and accessible non-traditional
education. The article discusses some ODL, instructional or support services such as library,
career services, counseling, advising and tutoring opportunities and why these types of learner
services are important to any ODL institution, which can and should be made available to its
students. Theoretical framework is used to present the reasons for the increase and need of ODL
programs and its support services. These learner support services must be examined in order to
improve theory, which in turn must be tested, reviewed and practiced. In addition, learner
support services must fit and meet the institutions needs, value, goals, missions and objectives
and serve as a purpose for the students. Any interventions made should be geared specifically to
advocate and fit into the overall institution. The numerous references listed in this article can
serve as a useful resource for individuals building a conceptual model of learner services in their
OLD programs.
Brindley, J.,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.
In this document, the word learner support is outlined and exemplifies a foundation for
a better understanding of the topic, for those readers, either new or old to the online and distance
learning environment. The author did an exceptional job by introducing the issues of learner
support, presenting definitions of terms that are vital to distance education, distance learning and
open learning. An overview of the continuing chapters was discussed with the help from
scholarly and recognized experts in the distance education field. This document especially
functions as an introductory and asset for the term learner support and serves as a useful
foundation designed for teachers/learners in open and distance learning forum.
Johnson, M. (2004). Enhancing study skills: Developing self-help materials for distance
learners. In J. E. Brindley, C. Walti, & O. Zawacki-Richter (Eds.), Learner support in
open, distance and online learning environments(pp. 117-124). Oldenburg:
Bibliotheks- und Informationssystem der Universitt Oldenburg.

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Sherma Edwards
OMDE 608 Section 9040
September 28, 2014
Annotated Bibliography

Johnson (2004) introduces the significance of study skills, in this chapter, and why
these skills are relevant to student support in online education. She points out, it is necessary for
student success. A summary and presentation of definitions were illustrated in the chapter and
noting it is the institutions duty to identify and improve learners skills. A few of the study skills
identified in this chapter include: organization, writing, mathematical and time management. The
author uses Open University of the United Kingdom as an example and the institutions
methodology to providing study skills as a learner support. As part of the OUUK concept, a dual
mode study skills was offered as a project to sustain the authors proclamation on the matter.
Johnson, however, worked in Student Services for many years at the OUUK and she published
her research while she developed the institutions student support policy. Within the context of
this chapter, several perspectives were mentioned and she lists other scholarly documents in her
references. The best aspect of this chapter is the types of study skills identified that students may
need and instructors or counselors can utilize when working with online learners. The article will
give online institutions and its administration team an accessible tool to better support students.
LaPadula, M. (2003). A comprehnsive look at online student support services. American
Journal of Distance Education, 17(2), 119-128.
In this article, written by LaPadula (2003), she exhibits both a literature review and a
survey of online students by demonstrating the dire need of student support services for online
learners (OL). A major issue discussed in this article is the importance of community building
among learners. This is valuable especially for OL as it helps with improving support and
enhances learning. The author believes student services help to promote enrollment and students
also feel connected, with a less likelihood of withdrawing from the program. The survey was
piloted at the New York Institute of Technology (NYIT). The students level of satisfaction with
services was provided in addition to the importance student services. Data was also obtained to
improve existing services. According to the results of the survey, students seemed to be quite
satisfied with the types of services provided at NYIT with the exception to technical assistance,
academic advising, career counseling. Services offered at traditional institutions were additional
services of interest that were suggested. NYIT is compared to other online schools and the article
has an exemplary list of eight references. This article can serve as a resource to leaders looking
into improving the services offered in their online programs or institutions.
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.

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Sherma Edwards
OMDE 608 Section 9040
September 28, 2014
Annotated Bibliography

The author in this chapter summarizes his importance of incorporating instructional

design into programs, to help with support, success and student learning. One intriguing piece
of data listed under on support learning was the concept of learning scaffold. Learning scaffold
assists with skill development for individuals in general as well as students. Naidu (2004)
discusses story-centered, problem based, critical incident-based, design based and role-play
based learning and gave detailed definitions and examples to prove his argument, since each
assist with learning scaffold and student support. It is concluded in this chapter, that leaner
support needs to be proactive while carefully utilizing the instructional design methods. This
chapter presents over twenty references which can be beneficial to instructors and designers and
pose a unique approach to improve a supportive and educational experience.
Rekkedal, T. (2004). Internet based e-learning, pedagogy and support systems. In J. E.
Brindley, C. Walti, & O. Zawacki-Richter (Eds.), Learner support in open, distance and
online learning environments (pp. 71-93). Oldenburg: Bibliotheks- und
Informationssystem der Universitt Oldenburg
In this paper, the author discusses instruction and support services for e-learning via the
internet. Rekkedal (2004), in his article presents what is and why learner support is important.
Some key distance education terms were defined and summarized by a few theorists, such as
Moore, Peters, Holmberg, and Garrison, each offering their perspective on the matter of
pedagogy issues. Effective teaching and learning support and models for online and distance
learners were highlighted as part of student success. In addition, within the context of the article
theories were discussed addressing the students decision to drop out of school and comparison
were made between traditional and online institutions. Rekkedal is no stranger to the distance
education field. He uses an extensive reference list that helps to support his argument. This
resource can be used for individuals executing and recognizing support services for online
learners.
Shea, P., & Armitage, S. (2003). Beyond the administrative core: Creating web-based student
services for online learners. Resources. Guidelines. WCET - the Western Cooperative
for Educational Telecommunications. Retrieved from http://www.wcet.info/
services/studentservices/beyond/index.asp
The web-page illustrates a partnership development and collaboration of resources,
applications and guidelines that ought to be beneficial when creating student support services for
online or web-based programs. The information was presented precisely on the web-page by the
US Department of Education funding project, discussing ways to improve post-secondary
education. The website defines the project and offers its findings in the form of a readily
accessible tool, by providing some guidelines when establishing online learner support services.
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Sherma Edwards
OMDE 608 Section 9040
September 28, 2014
Annotated Bibliography

The page points out motivating sources and the use of strategies and techniques while also
acknowledges the different types of students within the online environment and making sure
their needs are met with the appropriate student support services. As part of the overview in this
web-page, there were two community colleges, a four year state and private university, nonprofit agency and software development cooperation. There are no scholarly references and the
article is no longer available on the internet. The content offered in this web-page can be used as
a guideline for project management and creation of support services for online and distance
learners.
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 46, 2004, (pp. 381-387). Oldenburg: Bibliotheks- und Informationssystem der
Universitt Oldenburg.
In this paper, the author reflects on ways to assist online learners in making effective and
knowledgeable decisions when selecting courses. Simpson (2004) presents the risks associated
with students when they make certain course choices and he recognizes five substitutes for
delivering info in reference to the content of these courses and how difficult these courses may
be. This article by Simpson (2004) offers an evaluation of the substitutes listed prior to
discussing an analytic analysis, student feedback, and cost information. The author is a wellknown individual at the Open University of the United Kingdom institution. This paper was
presented at the 3rd European Distance and E-Learning Network research workshop. This
workshop is a forum for scholarly research in distance education and online learning and can
be viewed by educators, learners or instructors. This paper illustrates a handy and resourceful
outline for a precise group of student support. In addition, contributes to an expanded perception
of learner support.

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