ST.

PAUL UNIVERSITY DUMAGUETE | SPUD Graduate School | Doctor of Business Administration

ANNOTATED WEBLIOGRAPHY

INFORMATION SYSTEM IN THE

CORPORATE WORLD

ST. PAUL UNIVERSITY DUMAGUETE

Dumaguete City, Negros Occidental
SPUD GRADUATE SCHOOL
Doctor of Business Administration

ROMARIO P. YBAÑEZ, DPA, DOP

Professor

AVERY JAN M. SILOS, MBA-HTM

DBA Student

AVERY JAN M. SILOS, MBA-HTM | DBA 311 Information System in the Corporate World | St. Paul University Dumaguete 1
ST. PAUL UNIVERSITY DUMAGUETE | SPUD Graduate School | Doctor of Business Administration

ANNOTATED WEBLIOGRAPHY

Introduction

The bibliography below addresses the needs of educators as well as educational leaders. It
highlights sources designed to improve the use of ICT by educators in traditional as well as virtual
classrooms. Many of the sources mentioned enhance the understanding of specific professional
development initiatives by educational leaders. Others concentrate on theories and principles
underpinning successful professional development programs. All sources offer leaders a sound basis for
decision making on effective professional development.

McVenna, M.J., Smith, J. & Gant, P. (2019). Standards of care: A collective meaning for nursing. Nursing
Times. 143(23), 40–42. http://doi.org /10.1188/106256204478

The article looks at the meaning of the word 'care' in a health care context. In many medical
reports, the responsibility of caregivers is well documented, and the authors identify key concepts
related to nursing care. Such concepts include support, support, and service; the offering of this service
to people who need assistance in daily life and to others affected by ill health. In addition, the care role
of the nurse is validated by their patients' needs and expectations. Finally, the article describes how
these concepts are put into operation through the nursing steps: evaluation, planning, implementation,
monitoring and evaluation of patient care needs. The main limitation of the article is that all research
has been conducted exclusively in large urban hospitals. While the article is useful in the analysis of
nursing care, its research base's limitations will require some adaptation to include feedback on services
in both urban and rural hospitals.

Maak, T. (2007). Responsible leadership, stakeholder engagement, and the emergence of social
capital. Journal of Business Ethics, 74, 329-343. https://doi.org/10.1007/s10551-007-9510-5

This article focuses on social capital's role in responsible management. It considers both the social
networks a leader builds in an organization and the links a leader creates with external players. Maak's
main aim with this article appears to be to convince people that continuing research into the skills a
leader needs and how to acquire them is of importance. The focus on the world of multinational
business means that many conclusions seem to be quite obvious to readers outside this world (be part
of the solution not part of the problem). Nevertheless, the article provides useful background
information on responsible leadership and definitions of social capital relevant to a government
employee's analysis.

Ellis, A. & Phelps, R. (2000). Staff development for online delivery: A collaborative, team-based action
learning model. Australian Journal of Educational Technology, 16(1), 26-44. Retrieved May 25, 2003
from http://www.ascilite.org.au/ajet/ajet16/ellis.html

Ellis and Phelps, both of whom work at Australia's Southern Cross University, describe a professional
development program centered on learning how to teach online. This initiative, dubbed the SaWD
Online Project, involved six academic staff members, incorporated action research, enhanced staff
members' technical and online pedagogical skills, and promoted faculty collaboration. The authors go

AVERY JAN M. SILOS, MBA-HTM | DBA 311 Information System in the Corporate World | St. Paul University Dumaguete 2
ST. PAUL UNIVERSITY DUMAGUETE | SPUD Graduate School | Doctor of Business Administration

into great detail about their data collection techniques – interviews, session documentation, and
personal reflections – as well as their biweekly professional development workshops. These workshops
addressed issues related to pedagogy, technology, administration, and team building. The authors'
references to related theories, as well as their concluding list of significant learnings, make this article
well worth reading for any educational leader considering developing an online program.

Gibbons, H. S. & Wentworth, G. P. (2001). Andrological and pedagogical training differences for online
instructors. Online Journal of Distance Learning Administration, 4(3). Retrieved May 24, 2003, from
http://www.westga.edu/~distance/ojdla/fall43/gibbons_wentworth43.html

The pedagógics practiced in many "ground" courses are effectively compared with andrology
required in online courses by Gibbons and Wentworth, both associated Professors at Brenau University.
The authors suggest that andrology, an autonomous learning theory, should be applied to online
courses. Online students, typically non-traditional, problem-oriented and encouraged by internal
incentives, react to constructivist environments favorably. This article gives teachers sound knowledge
about typical online learners, effective online practices and desirable qualities of online teachers.
However, it goes beyond this to suggest that online instructors learn how to facilitate dialog in an online
environment by first studying online. Numerous references to technology and andrology articles make
this article a fascinating reading for those who want to read online.

Hicks, M. & Leask, B. (2000). Online teaching: Responding to and supporting change through staff
development. Flexible Learning for a Flexible Society: Refereed Proceedings of the ASET/HERDSA
2000 Joint International Conference. Retrieved May 24, 2003, from
http://www.aset.org.au/confs/aset- herdsa2000/procs/hicks.html

The focus of this article is to help people make research-based decisions on IT that benefit
students. The authors explain how UniSAnet, the University of South Australia online environment, helps
teachers make smart decisions about online learning. UniSAnet offers employees a web wizard, printer
resources and technical assistance that is easy to use. The user-friendly courseware and the team
approach of the university facilitate the online development of courses. Online staff knowledge is also
improved by divisional workshops and teacher guides. The authors present at the end of the article
three applications for the professional development strategies of the University and a top-notch
appendix designed to help instructors make online learning decisions.

Kessell, S. R. & Gaynor, I. W. (2002). Creating an authentic online learning environment: Teaching ICT to
teachers. Linking Learners: ACEC 2002 Conference Proceedings. Retrieved May 24, 2003, from
http://www.pa.ash.org.au/acec2002/uploads/documents/store/conferences/conf_8_kessell_gaynor
.doc

The study focuses on an initiative for professional development undertaken by staff at the University
of Curtin in Australia. The authors have developed an online course that exposes instructors to
multimedia, computing, communication tools, internet searchs and professionals in an attempt to
encourage various K-12 teachers to integrate information computer technology into their classrooms.
The authors subsequently changed the course to meet the requirements of broader audiences, and the
course now covers various forms including a graduate degree program for eighteen months and a one-
month course. Participants of all these classes build their trust in information computer technology and

AVERY JAN M. SILOS, MBA-HTM | DBA 311 Information System in the Corporate World | St. Paul University Dumaguete 3
ST. PAUL UNIVERSITY DUMAGUETE | SPUD Graduate School | Doctor of Business Administration

learn how to apply ICT in their classrooms. Unfortunately, the free modules of the authors no longer
exist; however, it remains beneficial to link to the address provided in the article.

Levin, S. R., Levin, J. A., & Chandler, M. (2001, April). Social and organizational factors in creating and
maintaining effective online learning environments. Annual Conference of the American Educational
Research Association. Retrieved May 31, 2003 from http://lrs.ed.uiuc.edu/jim-levin/LevinAERA.html

This article is an extension of Levin et alwork .'s on efficient on-line learning environments. The
authors in this paper highlight the importance of building rich environments for student to student
interactions and coordinated learning. The authors argue that social and organizational factors are
important to the involvement, satisfaction and retention of students and they offer many suggestions
on how to determine these factors in the online environment. The authors' recommendations are based
on qualitative and quantitative studies focused on their successful CTER Online programme. Teachers
who hope to develop online courses would definitely benefit from the authors' many suggestions on
building communities and their detailed learning summary.

Levin, S., Waddoups, G. L., Levin, J., & Buell, J. (2001, January). Highly interactive and effective online
learning environments for teacher professional development. International Journal of Educational
Technology, 2(2). Retrieved May 31, 2003 from http://www.ao.uiuc.edu/ijet/v2n2/slevin/index.html

This article, written by all faculty members of the University of Illinois and Brigham Young
University, describes the success of the Master of Education program, CTER Online. Following surveys
conducted by 20 students and case studies conducted by four students who took part in an effective
course, the authors conclude that five components are necessary for successful online learning. These
elements include challenging and relevant tasks, coordinated learning environments, proper and timely
feedback from instructors, rich environment for interaction between students and students and a
flexible teaching and learning process. The authors not only provide useful information on each of these
five areas, but also make use of the technology to enable their students to develop the areas. While
content is clearly strong in this electronic article, its integration of video with text may be the most
fascinating part of this paper.

Lim, C. P. (2002). Online learning in schools: Some lessons from pole-vaulting. International Journal of
Educational Technology, 3(1). Retrieved May 25, 2003 from http://www.ao.uiuc.edu/ijet/v3n1/c-
lim/index.html

In this article Lim gives readers good food for thinking about online learning. The author uses the
metaphor of pole-vaulting intelligently to challenge readers to undergo a changes of paradigm in order
to effectively integrate online learning. According to Lim, educational leaders must implement a
strategic plan in their buildings to make lifelong learning a cultural norm. Teachers should engage
students in relevant problem-solving activities and draw on the experiences of their students to make
learning meaningful. This article does not mention much about the responsibilities of the students, and
this lack of attention to the "athlete" weakens the metaphor of Lim. Lim's unfounded claim to have
taken examples from Singapore's schools is also problematic. Despite these difficulties, Lim's
constructivist perspective is refreshing and commendable to educators.

AVERY JAN M. SILOS, MBA-HTM | DBA 311 Information System in the Corporate World | St. Paul University Dumaguete 4
ST. PAUL UNIVERSITY DUMAGUETE | SPUD Graduate School | Doctor of Business Administration

Lim, D. H. (2002). Perceived differences between classroom and distance education: Seeking
instructional strategies for learning applications. International Journal of Educational Technology,
3(1). Retrieved May 25, 2003 from http://www.ao.uiuc.edu/ijet/v3n1/d-lim/index.html

Any educator questioning online learning effectiveness would find this article enlightening. The
author, supported by much research, claims that the level of learning between distance learning and
classroom courses is not significant. The claims of Lim are confirmed not only by the results of other
researchers but also by a study of nineteen students participating in a course for human resources
development. The author concludes that the way of delivery does, of course, not only affect the learning
of students, but also education. Although the article by Lim is thoroughly studied, its results may not be
entirely generalizable. Given that Lim students were able to choose their preferred method of delivery,
it is not known whether students forced to attend a course via remote delivery would have such a
positive view of online learning.

McKenzie, B. K., Mims, N., Bennett, E. K., & Waugh, M. (2000, Winter). Needs, concerns, and practices of
online instructors. Online Journal of Distance Learning Administration, 3(3). Retrieved May 25, 2003
from http://www.westga.edu/~distance/ojdla/fall33/mckenzie33.html

The authors of this article are academics who have been conducting an online survey of
university staff. The survey data indicates why instructors have chosen to teach online, how long they
spend teaching online and what they need to feel better at teaching online. The authors conclude that
many faculty prefer hybrid teaching, that many people are interested in engaging students with
technology, that online teaching takes longer and that professional assistance and training are needed.
This article focuses on educational leaders who are interested in effective staff incentives and
preferential professional development. Teachers who plan to enter the online arena may also take
advantage of the professor's comments on the time needed for effective online instruction.

McKenzie, J. (2001). How teachers learn technology best. From Now On, 10(6). Retrieved May 15, 2003,
from http://fno.org/mar01/howlearn.html

The author, editor of From Now On, is a well-established author with extensive experience in
promoting professional development in the field of technology integration. The essay is a practical and
not an excessively academic piece designed to guide technology leaders in their development and
implementation of technology. The first part of the article describes the weaknesses and limitations of
traditional training models, particularly software training outside the context. The author then states
that, in order to be successful in professional development, it must build on adult learning principles,
focus on curriculum and teach technological skills in combination with constructivist learning principles.
The most practical part of the essay offers a selection of professional development strategies that can
improve technological integration if implemented. These strategies include groups of students, coaches,
mentors and development teams. Above all, McKenzie stresses that the above strategies have to be
combined with effective professional development. All in all, when planning to implement technology
with a focus on which types of professional development work, the essay offers plenty to consider.

AVERY JAN M. SILOS, MBA-HTM | DBA 311 Information System in the Corporate World | St. Paul University Dumaguete 5
ST. PAUL UNIVERSITY DUMAGUETE | SPUD Graduate School | Doctor of Business Administration

O’Reilly, M. & Brown, J. (2001). Staff development by immersion in interactive learning online. The
Pervasive Web: Proceedings of AusWeb 01 the Seventh Australian World Wide Web Conference,
259-268. Retrieved May 24, 2003, from
http://ausweb.scu.edu.au/aw01/papers/refereed/o_reilly/paper.html

In their article, O’Reilly and Brown describe a new professional development initiative at
Southern Cross University in Australia. The proposed new professional development strategy, aimed at
raising people’s awareness of the value and possibilities of teaching online, places instructors in the
shoes of online learners. Staff members visit the InterActive Learning Online site to complete tutorials,
to access one-month seminars, and to network with colleagues. The site encourages staff to experience
online learning firsthand, to discuss exemplary practices, and to explore new ways of communicating
and building community online. This article reiterates what other research in the field of online learning
suggests; effective professional development of instructors includes allowing them to gain hands-on
experience with online technology and pedagogy.

Orrill, C. (2001). Building technology-based, learner-centered classrooms: The evolution of a

professional development framework. Educational Technology Research and Development, 49(1),
15-34. Retrieved August 29, 2002, from Academic Search Premier database.

The author is a researcher in the Learning and Performance Support Lab at the University of
Georgia, and the research was conducted as part of her doctoral dissertation. In this four- month
qualitative study, Orrill attempted to create a professional development framework built around
supporting teachers in becoming more learner-centered when implementing simulation software. A
robust triangulated methodology was utilized to develop a professional development framework that
included five essential components: reflection, proximal goals, collegial support groups, one-on-one
feedback and support materials. It was found that the core of the framework was teacher reflection.
Although designed from an investigation of simulation software, the framework may in fact be beneficial
for other technology-related environments. The main benefit of the paper is that it provides a model for
professional development that can be used as a guide in the design of other technology professional
development activities.

Rakes, G. C. & Casey, H. B. (2002). An analysis of teacher concerns toward instructional technology.
International Journal of Educational Technology, 3(1). Retrieved May 25, 2003 from
http://www.ao.uiuc.edu/ijet/v3n1/rakes/index.html

Educational leaders concerned about the level of technology integration in their classrooms
would benefit from reading Rakes and Casey’s well-researched article. The authors, faculty members at
the Universities of Tennessee and Louisiana, share data collected from a quantitative study of over six
hundred K-12 teachers. These participants answered The Stages of Concern Questionnaire related to
technology integration in their classroom. The study revealed that most teachers are most concerned
with Stage 2 and 5 concepts: status, reward, potential effects of technology, and coordination with
others. The authors conclude that any professional development effort aimed at increasing classroom
technology integration must first address teachers’ concerns. Time and technical support were both
cited as being important in alleviating these concerns.

AVERY JAN M. SILOS, MBA-HTM | DBA 311 Information System in the Corporate World | St. Paul University Dumaguete 6
ST. PAUL UNIVERSITY DUMAGUETE | SPUD Graduate School | Doctor of Business Administration

Sheumaker, F., Slate, J. R., & Onwuegbuzie, A. J. (2001). The role of InTech training in the integration of
technology into instructional practices among Georgia middle school teachers. Journal of Research
on Technology in Education, 33(5), Retrieved May 20, 2003, from
http://www.iste.org/jrte/33/5/sheumaker.cfm

This article evaluates the effectiveness of a staff development program (InTech) for Georgia
middle school teachers with a focus on constructivist technology integration. Unfortunately, the article
lacks any description of the program whatsoever, thereby limiting its usefulness. Without a program
description, the paper does not offer enough information to allow readers to implement a similar type
of program, which limits the target audience to primarily other researchers. It was found that teachers
who had participated in InTech training did have their students utilize technology more often and that
they incorporated presentation software to a greater degree than teachers who had not participated in
the professional development. The authors claim that this evidence proves the value of the program.
However, the data in no way demonstrates that a more constructivist learning environment is being
created through the use of technology, which is one of the program’s goals. The main benefit of this
paper is that it provides a framework from which other researchers may evaluate the effectiveness of a
professional development program.

Wright, C. R. & Stammer, I. (1996, Spring). Overcoming resistance to educational technology innovation.
College Quarterly. Retrieved May 24, 2003, from
http://www.senecac.on.ca/quarterly/CQ.html/HHH.057.CQSpr96.Wright.html

Wright and Stammer’s article, though written in 1996, is still highly applicable to institutions aiming
to encourage teachers to integrate technology. Wright, a Media Coordinator at Grant MacEwan
Community College, and Stammer, a Distance Education Consultant at the University of Alberta, share
practical tips on how to get resistant educators to accept educational technology. These tips include
offering incentives and recognition to staff involved in information computer technology projects,
providing appropriate training, making technology available, encouraging smaller projects first,
providing support, and showcasing staff activities. Although no formal research appears to have been
conducted in the writing of this article, the authors’ realistic suggestions and their enthusiasm for
technology make this article a worthwhile read for any administrator or teacher struggling with
individuals refusing to integrate technology in educational practice.

Rindell, A., Strandvik, T., & Wilén, K. (2014). Ethical consumers' brand avoidance. Journal of Product and
Brand Management, 23(2), 114-120. doi:10.1108/JPBM-09-2013-0391

Rindell, Strandvik, and Wilén (2014) examine 'brand avoidance among "active ethical consumers"' (p.
114) in order to ascertain the extent to which ethical concerns contribute to brand avoidance. A
qualitative approach was used to interview fifteen individuals, all of whom were members of non-
governmental organizations (NGOs) that advocate for ethical causes such as animal rights,
environmental protection, and social/human well-being (for example, Fair Trade). The interviews were
coded according to the interviewee's primary ethical concern. Unlike traditional brand avoidance, the
authors argue that "ethical concerns result in relatively stable and persistent rejections of brands,
frequently rooted in historical events" (p. 117), which are critical factors to consider when developing a
branding strategy. The study's primary limitation is that it was limited to fifteen people — a small sample
size — who were active members of non-governmental organizations. As a result, additional research

AVERY JAN M. SILOS, MBA-HTM | DBA 311 Information System in the Corporate World | St. Paul University Dumaguete 7
ST. PAUL UNIVERSITY DUMAGUETE | SPUD Graduate School | Doctor of Business Administration

will need to be conducted to determine whether these trends are reflected more broadly among
consumers. The authors acknowledge this in their conclusion and suggest that brand avoidance may
also be motivated by other values, such as religious or cultural values, which merit further investigation.
Limitations Areas for additional research This article will be used in conjunction with broader discussions
of branding in my research for the essay.

Rindell, A., Strandvik, T., & Wilén, K. (2014). Ethical consumers' brand avoidance. Journal of Product and
Brand Management, 23(2), 114-120. doi:10.1108/JPBM-09-2013-0391.

In this article, Rindell, Strandvik and Wilén (2014) examine ‘brand avoidance among “active
ethical consumers”’ (p. 114), with the aim of determining to what extent ethical issues contribute to
brand avoidance. A qualitative approach was taken through interviewing fifteen people, all members of
NGOs that champion ethical causes such as animal rights, environmental protection and social/human
wellbeing (for example, Fair Trade). The interviews were analysed based on the interviewee’s main type
of ethical concern. The authors argue that, unlike traditional brand avoidance, ‘ethical concerns lead to
rather stable and persistent rejections of brands, often rooted in historical events’ (p. 117), which are
important considerations when developing a branding strategy. The main limitation of Rindell et al.’s
work is that the study was restricted to fifteen people — a small sample size — and also active members
of NGOs. Therefore, more research will need to be undertaken to see whether these trends are
reflected amongst consumers more broadly. The authors acknowledge this in their conclusion, and
suggest that brand avoidance could also be motivated by other values, for instance, relating to religion
or culture, which could warrant further study. This article will be used in my research for the essay, in
conjunction with broader discussions of branding.

AVERY JAN M. SILOS, MBA-HTM | DBA 311 Information System in the Corporate World | St. Paul University Dumaguete 8