Student Number Essay Example

  • Category:
    Other
  • Document type:
    Assignment
  • Level:
    Undergraduate
  • Page:
    2
  • Words:
    1333

Annotated Bibliography: Online learning

Bartley, S & Golek, J 2004, «Evaluating the Cost Effectiveness of Online and Face-to-Face Instruction,» Educational Technology & Society, 7 (4), pp.167-175

In this article, Bartley and Golek evaluate the cost-effectiveness of face-to-face and online learning in business and college settings. The authors’ objective was to investigate issues that the training and educational professionals encounter while transitioning from face-to-face to online learning environment, as well as while responding to the current academic and business environments. The authors conducted a thorough investigation of how universities and companies with shaky economic positions emphasise cost reductions and how the online learning has emerged as a more rewarding option, as it does not need huge travel costs or is not limited by time and space constraints. Additional benefits that the researchers highlighted include the ideas that online learning is scalable, easily accessible, and advantageous in terms of timeliness. Despite the credible findings from a survey of literature, a major limit of the study is that Bartley and Golek (2004) did not undertake a follow-up study to validate the results. In particular, this article will assist businesses and learning institutions that seek to ensure cost-effectiveness of their learning programmes. Additionally, the training and education professional are provided with valid evidence from empirical studies showing that online learning provides value-added teaching methodology. Still, future researchers may conduct quantitative studies on the issue of cost comparison between online learning and face-to-face instruction.

Gaytan, J & McEwen, B 2007, «Effective Online Instructional and Assessment Strategies,» The American Journal of Distance Education, vol 21 no 3, pp.117–132

In this article, Gaytan and McEwen examined the effective online learning and evaluation strategies. The purpose of their study was to gain deeper insight into the effective learning and assessment strategies for online learning. The researchers focused on the faculty and students who maintained instructional quality within an online learning environment, such as the significance of applying a range of instructional methods that can appeal to multiple learning styles, as well as create an interactive learning environment. The authors provided strong empirical evidence showing that the online assessment strategies consists of having a broad range of clearly defined assignments regularly, as well as offering consequential and timely feedback to learning on their work quality. The authors determined that effective assessment techniques comprise self-assessments, project assessment, peer evaluations, in addition to timely assignments followed with meaningful feedback. This article is useful for my research topic as it provides useful data for meaningful evaluation of the effectiveness of their online learning strategies.

Glynn, H & Wiest, L 2012, «Effective Online Instruction In Higher Education,» The Quarterly Review of Distance Education, vol 13 no 1, pp. 11–14

In this article, Glynn and Wiest examine how effectiveness of online education has emerged as an alternative to face-to-face instruction in higher education. The researchers provided an outline of effective practices using online instructional methods, such as course design among learners. Support for Glynn and Wiest’s claim is widely documented in research literature, whose overriding consensus is that online education continues to emerge as alternative to face-to-face classroom instruction. Glynn and Wiest further conducted a thorough investigation of online learning in post-secondary education and found that it provides people with time and geographic limitations. Such limitations initially made post-secondary education difficult due to its inflexible nature. Because the information is up-to-date and from a reliable source, the author’s study results are considered reliable. The author, however, fails to provide a theoretical framework to back his findings or to undertake a follow-up study to prove the findings. Indeed, the article is useful for online learning review, as it compares its useful aspects compared to the face-to-face instruction in classroom. It also emphasises the significance of adopting online learning to colleges, which have minimal training in pedagogy for online instruction. This article is useful for my research topic as he provide evidence for the constraints to effective adoption of online learning in colleges. In particular, this article will assist teachers who have to implement online learning instructions. It provides evidence showing that that even as online learning continues to grow rapidly, the reluctance of college faculties to teach in this modality in addition to the lack of training on online learning, there is a need for more longitudinal research to prepare and provide support for online teachers.

Nguyen, T 2015, «The Effectiveness of Online Learning: Beyond No Significant Difference and Future Horizons,» Journal of Online Learning and Teaching vol 11 no 2, pp.309-319

In this article, Nguyen examines how the effectiveness of online learning can be compared to that of traditional face-to-face form. He also examines the factors contributing to the efficiency of online courses. The purpose of the research was to examine the evidences indicating the effectiveness of online learning. Nguyen placed significant emphasis on the meta-analyses on the effective aspects of online learning and the mixed outcomes of student learning. The research findings indicated valid evidences that suggest that online learning is as effective as the traditional face-t-face format. Nguyen’s literature review confirmed that a large number of studies have found positive statistically significant impacts of online learning on student learning outcomes compared to the traditional face-to-face format. Examples of these positive learning outcomes include enhanced learning as indicated by improved test scores. Others include better student engagement, reduced failures, or rate of withdrawal, and better perceptions on learning. This article is useful for the research topic on online learning as it indicates the positive impacts of online learning. It also shows the significance of online learning to students and why many people are jumping on the online learning bandwagon rather than dismiss it. Still, evidence is not really conclusive as more researches will still need to be conducted on the topic.

Noesgaard, S & Orngreen, R 2015, «The Effectiveness of E-Learning: An Explorative and Integrative Review of the Definitions, Methodologies and Factors that Promote e-Learning Effectiveness,» The Electronic Journal of e-Learning vol 13 iss 4, pp278-290

In this article, Noesgaard and Orngreen examine the effectiveness of online learning through a systematic review of the definitions and factors promoting the effectiveness of e-learning. The researchers conducted a thorough review of past literature and discovered that previous studies tended to concentrate on defining and investigating its effectiveness in many ways. Noesgaard and Orngreen showed that the use of use e-Learning for purposes of improving teaching performance is tricky since the participating instructors may use multiple strategies to keep away from significantly changing their practices. In particular, this article assists the scholar and online learning tools developers to effectively measure the effectiveness online learning. Noesgaard and Orngreen showed that the use of the pre-defined learning objectives for purposes of measuring the effectiveness of online learning does not enable the developers and researchers to note the unpredicted and unintended shifts in practice that happen because of the e-Learning program. Noesgaard and Orngreen also discuss whether online learning and traditional face-to-face learning can be measured using similar and approaches to and definitions of effectiveness, and concludes that developers and researchers need to target their measurement efforts to counting what counts for them and their stakeholders. It is relevant to my thesis because it discusses the effectiveness of online learning.

Reference List

Bartley, S & Golek, J 2004, «Evaluating the Cost Effectiveness of Online and Face-to-Face Instruction,» Educational Technology & Society, 7 (4), pp.167-175

Gaytan, J & McEwen, B 2007, «Effective Online Instructional and Assessment Strategies,» The American Journal of Distance Education, vol 21 no 3, pp.117–132

Glynn, H & Wiest, L 2012, «Effective Online Instruction In Higher Education,» The Quarterly Review of Distance Education, vol 13 no 1, pp. 11–14

Nguyen, T 2015, «The Effectiveness of Online Learning: Beyond No Significant Difference and Future Horizons,» Journal of Online Learning and Teaching vol 11 no 2, pp.309-319

Noesgaard, S & Orngreen, R 2015, «The Effectiveness of E-Learning: An Explorative and Integrative Review of the Definitions, Methodologies and Factors that Promote e-Learning Effectiveness,» The Electronic Journal of e-Learning vol 13 iss 4, pp278-290