1 2 Annotated Bibliography Mariana Tsucuneli Walden University EDDD 8110: The Art of Teaching Online-Module 5 Annotated Bibliography February 5, 2022 Annotated Bibliography Vonderwell, S., Liang, X., & Alderman, K. (2007). Asynchronous discussions and assessment in online learning. Journal of Research on Technology in Education, 39(3), 309-328. In their article, Vonderwell, Liang & Alderman (2007) investigated asynchronous online discussions, evaluation methods, and the experiences students gained from their online graduate courses. The results indicate that asynchronous online conversations support a multifaceted evaluation process in the aspects of self-regulatory activities, structure, learning community, learner autonomy, and learner writing abilities. Students that were evaluated concluded that dialogues are an important part of their virtual learning. In their study, Vonderwell, Liang, and Alderman (2007) identified the following elements as critical parts of appraisal in their online learning: learner autonomy, learning community, structure, self-regulatory activities, and writing skills. Overall, the results show that asynchronous online conversations promote a comprehensive evaluation process, as shown by the characteristics of self-regulatory activities and cognitions, discussion structure, learning community, and learner writing abilities. According to student feedback and online observations, the structure is a significant aspect of the design, execution, and evaluation of asynchronous education. This study also suggests that the format of a debate influences student responsiveness and engagement in learning and evaluation activities. 1 2 Annotated bibliography Mariana Tsucuneli Walden University EDDD 8110 N: The Art of Teaching Online-Module 4 Annotated Bibliography January 19, 2022 Jancarik, A. (2013). Scaffolding in e-learning environment. Kidmore End: Academic Conferences International Limited. In this article Jancarik (2013), who is a renowned personality from the faculty of education, Charles University of Prague explains the potential use of scaffolding in e-learning courses to enhance the understanding of what needs to be present in anyone for being an effective online instructor. The article was written by the author mainly focuses on the possibilities of using scaffolding which refers to the concepts of providing immense support and motivation to the students so that they could be able to achieve their desired aims and goals of life. Scaffolding is a process that deals with the provision of support and guidance to students and discussing the problems they come across with. This concept is provided through an e-learning mechanism. One of the basic ideas of the author is the proximal developmental zone. It is important to understand the students' knowledge and ...

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Annotated Bibliography
Mariana Tsucuneli
Walden University
EDDD 8110: The Art of Teaching Online-Module 5 Annotated
Bibliography
February 5, 2022
Annotated Bibliography
Vonderwell, S., Liang, X., & Alderman, K. (2007).
Asynchronous discussions and
assessment in online learning. Journal of Research on
Technology in Education, 39(3), 309-328.
In their article, Vonderwell, Liang & Alderman (2007)
investigated asynchronous online discussions, evaluation
methods, and the experiences students gained from their online
graduate courses. The results indicate that asynchronous online

2. conversations support a multifaceted evaluation process in the
aspects of self-regulatory activities, structure, learning
community, learner autonomy, and learner writing abilities.
Students that were evaluated concluded that dialogues are an
important part of their virtual learning.
In their study, Vonderwell, Liang, and Alderman (2007)
identified the following elements as critical parts of appraisal in
their online learning: learner autonomy, learning community,
structure, self-regulatory activities, and writing skills. Overall,
the results show that asynchronous online conversations
promote a comprehensive evaluation process, as shown by the
characteristics of self-regulatory activities and cognitions,
discussion structure, learning community, and learner writing
abilities.
According to student feedback and online observations, the
structure is a significant aspect of the design, execution, and
evaluation of asynchronous education. This study also suggests
that the format of a debate influences student responsiveness
and engagement in learning and evaluation activities.
1
2
Annotated bibliography
Mariana Tsucuneli

3. Walden University
EDDD 8110 N: The Art of Teaching Online-Module 4
Annotated Bibliography
January 19, 2022
Jancarik, A. (2013). Scaffolding in e-learning environment.
Kidmore End: Academic
Conferences International Limited.
In this article Jancarik (2013), who is a renowned personality
from the faculty of education, Charles University of Prague
explains the potential use of scaffolding in e-learning courses to
enhance the understanding of what needs to be present in
anyone for being an effective online instructor.
The article was written by the author mainly focuses on the
possibilities of using scaffolding which refers to the concepts of
providing immense support and motivation to the students so
that they could be able to achieve their desired aims and goals
of life. Scaffolding is a process that deals with the provision of
support and guidance to students and discussing the problems
they come across with. This concept is provided through an e-
learning mechanism. One of the basic ideas of the author is the
proximal developmental zone. It is important to understand the
students' knowledge and ways through which it can be increased
up to the horizon.
According to the author, the teacher's role is significant in
bringing up the true potential of a student under proper
guidance. Hence different ways and methods of this online, e-
learning course and scaffolding on longitudinal experience were
provided and the e‐ learning course Combinatorial Game
Theory was gifted to students. This was known as a talent
project that was for upper secondary school students of the

4. Czech Republic.
This article explains the methods of problem-based learning.
The students are given certain problems to solve. These
assignments may be given in the form of groups or individually.
The students need to overcome epistemological problems in
some cases, where scaffolding was proved to be an efficient
method to overcome these issues. While discussing its
importance, one of the main turn-off points for scaffolding was
the availability of the internet in ordinary classrooms. As there
was no online contact between the student and the instructor it
was very difficult to guide them and understand the level of
knowledge students were having. Apart from that interval in
offline communication also made the process of better learning
and discussing with the instructor harder.
This article, therefore, explains all the basic and beneficial
effects of scaffolding while aiming to show the actual benefits
that students can get through the e-learning course.
1
Annotated Bibliography
Mariana Tsucuneli
Walden University
EDDD 8110: The Art of Teaching Online-Module 3 Annotated

5. Bibliography
January 9, 2022
Annotated Bibliography
The trend decrease in internet-based course instructors will
have the data to retouch their instructive frameworks and tasks
in habits that will best address their technical issues. Educators
ought to consider the unmistakable learning styles and limited
time capacity of the semester. These endeavors to make a single
type of online learning balance of adherence to online
examinations that will best propel learning and preparing
exams. Arranging and educating courses that match online
examinations, traditional students may believe that it is useful
to grasp the demonstration more promptly.
Zlatović, M., Balaban, I., & Kermek, D. (2015, September 25).
Using online assessments to
stimulate learning strategies and achievement of learning goals.
Computers & Education. Retrieved December 31, 2021, from
https://www.sciencedirect.com/science/article/abs/pii/S0360131
515300488?via%3Dihub
Online education evaluation was explained by Zlatović,
Balaban, and Kermek concerning the study they
plannedthroughinstructing on the web as opposed to educating
students. It gives a future to online schooling that is the thing
that consolidates the examination of an association between
related factors. As traditional economics and learning styles to
assess the online advancement of instructing and steadiness.
Exploring the kinds of joint efforts specific toward the web and
traditional styles of examination might give a significant
responsibility. The field of informatics learning by recognizing
all the clear understanding of their learning styles and system of

6. education and how these styles associate with the ordinary
methodology.
The understanding components are that interface with the
innovative characterization of teachers is vital for perceiving
how to live out any informational environment. Most teachers
would agree that the parts present in an informative
environment that consolidate innovative environment among
instructors and capable of advancement are not powerful. This
assists innovative teaching of online skills among students. The
parts that describe an environment routinely loosen up quite far
past the unquestionable attributes of online schooling. This
investigation is planned to reveal these parts and to recognize
the characteristics of inspiration for capable headway in the
training framework. The inspiration driving guidance for pre-
organization instructors is to show such pre-organization
courses. This is finished with the objective that they can apply
their understanding acquired through the school of preparing or
the expert's level school of guidance. Such guidance for pre-
organization teachers requires the instructive substance data in
friendly, explicit areas and stresses to levitate better online
plans in various fields.
For online assessment purposes, teachers should be consistent
with evaluative online course arrangements in different
semesters. College online strategy and methodology, and online
course guidelines are studied. All the college online courses are
created by affirmed content field specialists with the help of an
educational plan group. At the point when a teacher is missing
or gives restricted communication in the online class, it feels
reluctant in their learning.
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7. Annotated Bibliography
Mariana Tsucuneli
Walden University
-EDDD 8110: The Art of Teaching Online-Module 2 Annotated
Bibliography
December 26, 2021
Annotated Bibliography
Since there is a growing need for higher education on a
worldwide scale, online distance education has the potential to
be available to students from all over the world. The use of
computers and Internet access has become more important in
many people's lives, and academic institutions have become
increasingly reliant on technology to assist their operations. The
majority of students nowadays are digital natives who live in a
technologically advanced and technologically connected
environment. Because of the combined advantages of such
technology breakthroughs and the fact that learners today are
digital natives, there has been an explosion in the number of
academic institutions providing remote learning. Even if this is
the case, it cannot be stressed how important it is for schools
offering foreign education to be prepared for a wide range of

8. developments. There are a number of factors to consider,
including the diversity of their student populations and the need
to accommodate distant learning and student learning
expectations. Teachers and instructional designers who work in
online learning settings must be able to ensure that their
students get culturally sensitive and culturally adaptable
education.
Alalshaikh, S. V. (2015). Cultural impacts on distance learning,
online learning styles, and design. The Quarterly Review of
Distance Education, Volume 16(3), 67–75.
According to this article by Alalshaikh, distance learning
students come from various cultural backgrounds, and it is
essential to consider this diversity while developing a
curriculum. Alalshaikh. (2015) defined distance learning and
globalization with how online trainers should behave to
accommodate global students without discrimination. While
there are many other distant learning formats facilitated by
information and communication technology, distance education
is the most generally used description. As a more modern form
of distance learning, it is seen to facilitate access to educational
opportunities for atypical and even underprivileged students.
It is also essential for teachers and instructional designers to be
attentive to their cultural backgrounds. Because their own
culture and worldviews are inextricably intertwined with the
instruction that they get, this is the case. Professor Alalshaikh
adds that educators and instructional designers should be aware
of how their personal and professional experiences shape both
instructional content as well as their approach to creating it.
According to Alalshaikh (2015), it is critical to recognize that
the rising demand for higher education on a worldwide scale,
along with rapid advancements in communication technology,
has resulted in online distance education having the potential
for international reach, as previously stated. Because of this,
online teachers should create training so that people from a
variety of cultural backgrounds may benefit from it to the most
degree feasible. As articulated by the National Council on

9. Teacher Quality, "culturally sensitive, culturally relevant, and
culturally robust education" should be provided by teachers and
instructional designers, especially those who work in online
learning settings. Major topics covered by Alalshaikh's research
include the cultural component of remote learning, the necessity
and value of intercultural competence training for distance
school instructors and the impact of culture on education to
name a few It also examines the challenges that hinder
culturally appropriate training from being successfully
delivered through remote education. It is Paulo Freire's critical
pedagogy that serves as the theoretical framework for this
investigation.
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3
Annotated Bibliography
Mariana Tsucuneli
Walden University
-EDDD 8110: The Art of Teaching Online-Annotated
Bibliography Module 1
December 13, 2021

10. Yuan, M., Zeng, J., Wang, A., & Shang, J. (2021). Would It Be
Better if Instructors Technically?
Adjust Their Image or Voice in Online Courses? Impact of
the Way of Instructor Presence on Online Learning.Frontiers in
Psychology, 12(September), 1-14.
http://doi.org/10.339/fpsyg.2021
This research aims to discuss the presence of the instructor in
an online video course through image or voice. Social presence,
learning achievement, academic emotion, and learning
satisfaction get affected due to change in the voice and image of
the instructor in an online environment. Infusing images and
voice in the online course enhances learners’ interest in the
course. Engaging learners with content require both the voice
and image of the instructor because it has a huge impact on
students’ learning. Two experiments are being conducted to
investigate the effects of change in voice and image of the
instructor. This study shows that both voice and image of the
instructor are important for social presence and learning
satisfaction, but it has a negative relationship with learner’s
boredom. There is a need to investigate the learner’s attention
too.
In this research, Yuan et al. conducted two online experiments
with 215 college students. In the first experiment 122 college
students were included and they were randomly assigned to
learn four courses in terms of instructor’s image including
virtual image, beautified image, original image, and no image.
In the voice experiment, the authors randomly selected 93
college students from different universities and assigned them
to learn course videos including computer-synthesized voice,
muted voice, and original voice. Results of the first experiment
displayed that better learning is achieved in no instructor

11. images course. In addition to that, there was less academic
boredom seen in learners as compared to those with instructor
images.
However, instructor image course promotes learning satisfaction
of the learners, and more student-teacher interaction was
recorded as compared to others (virtual and no image). Also,
when learners were evaluated, the original image was better
than others. But the face-beautified instructor image was better
than the original image. While in the voice experiment
evaluation, real instructor voices were better as compared to the
computer-synthesized voice. Moreover, this study shows that
both teacher’s voice and image have a positive impact on
learning satisfaction, and social presence but affects learner’s
boredom.
Yuan et al. concluded that to create a strong instructor presence
and to engage learners with their content, it is important that the
instructor should have an image and a confident voice. In online
courses, the image and voice of the instructor are the key
elements. In video course design, these main elements must be
considered. However, there is a need to study the learner’s
attention and how much attention they are paying to the video
course.