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Yourname here
Annotated Resource List
Resource 1
APA Citation
Stacey, E. & Wiesenberg, F. (2007). A study of face-to-face
and online teaching
philosophies in Canada and Australia. Journal of Distance
Education, 22(1), 19-40.
Summary
This resource compares responses of teachers who teach both
face-to-face and online
classes at two universities. Using the data from the
administration of an online Teaching
Perspectives Inventory (TPI) the authors designed five
questions to determine differences
in the perception of teaching face-to-face to teaching online.
The first open-ended survey
question covered differences in what teachers believed about

online instruction and face-
to-face instruction. The online environment was perceived to
require more time but
allowed for more student-to-student interaction. Face-to-face
instructional beliefs
showed that teachers considered the traditional classroom to be
less structured and
require less prior planning.
The second question showed that there was little difference in
the goals teachers
held for the online instruction compared to the face-to-face
instruction. Responses to the
third question showed marked differences in the mode of
instruction with the face-to-face
environment lending itself to a teacher-controlled modality,
while the online environment
became more democratic and student-centered. Additionally,
teachers used more
multimedia online and found that they gave more
individualized, frequent, and timely
2

feedback in the online classroom. While many perceived these
differences to be
beneficial, they also noted that the online classes required more
structure and a regular
time commitment to maintain the facilitation of the online
environment.
Question four provided a review of how the online environment
affected the face-
to-face class and vice versa. Respondents applied best practices
of face-to-face
instruction into their online classrooms. The online
environment led them to consider the
community more in the face-to-face classroom and created a
greater sense of intent and
organization due to the less flexible nature of the online class.
Content from the online
discussions were encountered in the face-to-face classes, while
the face-to-face class
content was uploaded into the online class.
The final question showed the interaction of the online and
face-to-face
environments were perceived to have an additive effect on the
instruction as the two
environments influenced one another in a reciprocal pattern.

While differences exist
between the two groups on preferences for one modality over
the other, all respondents
felt that a blended approach offered the best option for
maintaining the flexible and
creative environment of the traditional classroom while
affording students the
opportunity to build community and collaborate more
democratically in the online
environment. These findings were consistent with the results of
the TPI.
Rationale
This resource was chosen from a peer-reviewed journal in
which the content
specifically addressed the problem statement chosen in my work
with teachers moving
toward blended learning in high schools to create a college-
going culture. The Authors
followed the correct format for a qualitative review, including
correct citation of sources,
3

an introduction, review of previous literature, an explanation of
the methods used to
obtain the data, clear posting of the data, along with an
explanation of any discrepancies
(Lock, Silverman, & Spirduso, 2010). The data is free from
mathematical errors, and is
believable from my prior experience with teachers working in
online and face-to-face
environments.
This resource was an appropriate fit for my target audience due
to the fact that it
compared online and face-to-face instruction, using open-ended
responses from the
instructors teaching and designing the online classes. Also, as
the blended learning
program in our high schools intends to create a college-going
culture, the use of data
from higher education was seen as beneficial toward gleaning
insight into the
environment which the students of this program will encounter
post-graduation.
Resource 2
APA Citation

So, H., & Bush, T. A. (2008). Student perceptions of
collaborative learning, social
presence and satisfaction in a blended learning environment:
Relationships and critical
factors. Computers & Education, 51, 318-336.
Summary
This resource examined student satisfaction with the online
environment in a
blended course and what factors influenced their perceptions.
The researcher concluded
that there was a correlation between the perceived
psychological distance and the student
satisfaction in the online class. Factors such as: synchronous
communication,
collaborative learning, and the authenticity of tasks determined
student satisfaction with
4
the course. Student interaction was identified as “(a) learner -
content interaction, (b)
learner-instructor interaction, and (c) learner-learner
interaction.” (So, & Bush, 2008, p.

319). The less psychological distance the student felt in the
online environment, the more
they were satisfied with the class. This psychological distance
differs from geographical
distance, students who participated more frequently in dialogue
with less structure, felt
closer to the other students in terms of understanding ideas and
interactions. Conversely,
in collaborative projects, there was a greater need for structure
to promote greater student
interaction.
The online community was seen as a constructivist environment
which promoted
higher order thinking skills when a sense of psychological
distance was minimized.
Rapid responses along with authentic sharing by participants in
a trust inducing
environment were essential factors for securing the sense of
closeness. While the author
pointed out that student satisfaction with the online
environment was an important factor
in student access of the blended class, there was no significant
difference between the
online and the traditional environment concerning student

perceived satisfaction.
Blended learning, the combination of online and face-to-face
interaction, is seen
to be a promising tool to promote closeness in a group and
allow for collaborative
projects. Although the research demonstrated a high level of
student satisfaction with
authentic collaborative projects, time management was the key
factor in determining
student success in the project.
Effective online environments afford learners with the
opportunity to connect
with other students and form bonds, which perpetuated beyond
the confines of the
classroom. This connection among group members brought
about an increased
5
motivation for participating in collaborative tasks. The
importance of building trust in
the environment is essential for student valuation of the group
interaction.

The greatest factors influencing student dissatisfaction were:
“technical problems,
lack of synchronous communication, and unorganized course
structure.” (So, & Bush,
2008, p. 330). Therefore, blended teachers should design their
online tasks carefully to
give students an environment which allows for authentic
collaboration, trust building, and
multiple modes of communication among the members to
remove psychological distance.
Rationale
This resource was chosen due to the difference in audience from
the first resource. Going
beyond teacher perceptions of online learning to study what
factors determine student
satisfaction with the online environment will fit my target
audience and give practical
data to direct their online design. The authors present an
introduction that ties into
learning theories which meet the need of my target group, as
well as sharing factors over
which the audience has control. The data is presented and
explained. Discrepancies are
noted with explanations and correlations increasing the validity

of the report. References
are cited properly. Attention was given to explain the concepts
related to learning theory
and connect these with the findings of the report.
Resource 3
APA Citation
Gedik, N., Kiraz, E., & Özden, M. Y. (2012). The optimum
blend: Affordances and
challenges of blended learning for students. Turkish Online
Journal of Qualitative
Inquiry, July 2012, 3(3), 102-117.
6
Summary
Blended learning affords greater opportunities over traditional
learning or solely
online environments. The nature of the blended learning
environment (BLE) offers
greater interactivity among the participants, regardless of time
and distance due to the
dual modality of content, instructor, and student interaction.

Differentiation is better
achieved through the dual modes since student learning styles
and their varying rates of
comprehension can be accommodated online.
Despite the many benefits seen for blended, learning, barriers
exist which can
minimize the benefits. Students must be able to manage time
for learning online, which
can be challenging when they are also dealing with families,
activities outside of the
learning environment, and other pressures. This study asked the
following questions: “a.
What do the students perceive as the affordances of the BLE?
b. What do the students
perceive as the barriers of the BLE?” (Gedik, Kiraz, & Özden,
2012, p. 103).
The researchers used peer review as a strategy to reduce bias of
the common
themes that were discovered throughout the analysis of the
open-ended questions.
Common themes were coded and counted in the review.
Benefits of the BLE discovered through the data review showed
that students

appreciated the availability of information in multiple formats.
The respondents felt more
connected to one-another, to the instructor, and to the material
because they had
opportunities to access content outside of the traditional
classroom lecture. Additional
affordances of the online environment were that students had
more time to consider
answers to discussion questions and all voices could be heard
online compared with the
limitations of discussions in the face-to-face environment.
7
The perceived drawbacks to the BLE were that respondents felt
that the workload
was doubled, meaning that the face-to-face environment was as
demanding as the online
environment. As the test subjects had multiple courses in their
schedule, this created a
barrier in time management. Students also expressed a lack of
technical support as an
issue with the online environment.

While the combination of online and face-to-face instruction
offers valuable
benefits, consideration must be taken to balance the load of
work in the environments so
that students do not perceive work overload. Additional
considerations for authenticity
of tasks, and pairing instructional tasks to the appropriate mode
of instruction will
minimize the barriers to blended learning.
Rationale
This resource offered models used in the classroom and what
practices offered the
best benefit. While blended learning is shown to be beneficial
in the previous studies,
this resource addressed how to best deal with barriers so that
greater benefits could be
realized. This study showed evidence of peer review and
described the process for data
collection. Further explanation by the authors to demonstrate
the methods taken to
remove bias increased the validity of this resource. The data
tables show illustrative
quotations which validate the data points and provide valuable
information and insight to

address the research problem.
8
Resource 4
APA Citation
Mar, N. G. (2001, September). New Jersey’s solution to the
digital divide: Access,
collaboration and equity help bridge the technology gap. T H E
Journal, 29(2) 66.
Summary
This article describes the methods employed by the state of
New Jersey to close
the gap between students with access to technology and those
without. Less than one-
fifth of students in low-income families have a computer at
home. This number is a great
contrast to higher-income families who have 80% access for
students to use computers
for schoolwork in the home. The state used grant incentives to
create Access-
Collaboration-Equity (ACE) centers for students, families, and

community members to
increase their technology skills and bridge the gap dividing
these students from those on
the other side of the digital divide.
Among the 39 centers, all of which are located in economically
disadvantaged
areas, different programs are offered to promote Core
Curriculum Content Standards
outside of the school day. Several of the programs teach word
processing skills to
parents, and in many cases the students come to the session and
work with their family on
the computer. Another ACE center uses high school students to
tutor senior citizens in
the computer lab. The elderly learners then take tours of the
school and reconnect with
the educational process, thereby strengthening the community
and building relationships
that will extend beyond the computer center.
9
An important consideration with the program has been the

funding beyond the
first year. Community, business, and school partners are
working together to keep the
program alive and successful.
Rationale
This resource was chosen for inclusion due to the similarity of
the district in the
study with the target audience district. The solutions used in
New Jersey are replicable in
other locations, address the needs of the target audience, and
expand the use of computers
into the community. While there is no data on the success of
the program, the pertinent
information for the research problem is the presentation of
possible solutions that the
district may choose from to address the digital divide.
10
References
Gedik, N., Kiraz, E., & Özden, M. Y. (2012). The optimum
blend: Affordances and

challenges of blended learning for students. Turkish Online
Journal of
Qualitative Inquiry, July 2012, 3(3), 102-117.
Locke, L. F., Silverman, S. J., & Spirduso, W. W. (2010).
Reading and understanding
research (3rd ed.). Los Angeles: Sage Publications, Inc.
Mar, N. G. (2001, September). New Jersey’s solution to the
digital divide: Access,
collaboration and equity help bridge the technology gap. T H E
Journal, 29(2)
66.
So, H., & Bush, T. A. (2008). Student perceptions of
collaborative learning, social
presence and satisfaction in a blended learning environment:
Relationships and
critical factors. Computers & Education, 51, 318-336.
Stacey, E. & Wiesenberg, F. (2007). A study of face-to-face
and online teaching
philosophies in Canada and Australia. Journal of Distance
Education, 22(1), 19-
40.

11
Walden University M.S. in Instructional Design and
Technology
Formative Evaluative Criteria for Application and Reflection
Assignments
Quality of Work
Submitted
Work reflects
graduate-level
critical, analytical
thinking.
A: Exemplary
Work
A = 4.00; A- =
3.75
All of the
previous, in
addition to the

following:
B: Graduate
Level Work
B+ = 3.50; B =
3.00;
B- = 2.75
All of the
previous, in
addition to the
following:
C: Minimal
Work
C+ = 2.50; C =
2.00;
C- = 1.75
F: Work
Submitted but
Unacceptable

F = 1.00
Assimilation and
Synthesis of
Ideas
The extent to
which the work
reflects the
student’s ability to-
1. Understand the
assignment’s
purpose;
2. Apply
presented
strategies
3. Understand
and apply
readings,
discussions,
and course

materials.
*When referencing
web-based
sources, an active
hyperlink to the
original source
must be included
(if applicable).
Demonstrates the
ability
intellectually to
explore and/or
implement key
instructional
concepts.
Demonstrates

insightful
reflection and/or
critical thinking,
as well as
creativity and
originality of
ideas.
Demonstrates
exceptional
inclusion of
major points,
using creditable
sources*, in
addition to
required readings
and course
materials.

* May include, but
are not limited to,
scholarly articles,
web-based
information, etc.
Demonstrates a
clear
understanding of
the assignment’s
purpose.
Provides careful
consideration of
key instructional
concepts.

Includes specific
information from
required readings
or course
materials to
support major
points.
Shows some
degree of
understanding of
the assignment’s
purpose.
Generally applies
theories,
concepts, and/or
strategies

correctly, with
ideas unclear
and/or
underdeveloped
Minimally
includes specific
information from
required readings
or course
materials.
Shows a lack of
understanding of
the assignment’s
purpose.
Does not apply

theories,
concepts, and/or
strategies
Does not include
specific
information from
creditable
sources.
12
Adherence to
Assignment
Expectations
The extent to

which work meets
the assigned
criteria and
integrates
technology
appropriately.
Assignment
meets all
expectations,
integrating
exemplary
material and/or
information.
Assignment
demonstrates
exceptional
breadth and
depth.

All parts of the
assignment are
completed, with
fully developed
topics.
The work is
presented in a
thorough and
detailed manner.
Assignment
demonstrates
appropriate
breadth and
depth.
Assignment

integrates
technology
appropriately.
Most parts of
assignment are
completed.
Topics are not
fully developed.
Assignment
demonstrates
minimal depth
and breadth.
Some elements
of technology are
included.

Does not fulfill
the expectations
of the
assignment.
Key components
are not included.
Assignment
lacks breadth and
depth.
No technology
integrated or
integration
method is
inappropriate for
application.
Written

Expression and
Formatting
The extent to
which scholarly,
critical, analytical
writing is
presented using
Standard Edited
English ( i.e.
correct grammar,
mechanics).
When referencing
web-based
sources, an active
hyperlink to the
original source
must be included.

Stated fair-use,
copyright,
licensing, and/or
creative commons
guidelines should
be followed for all
web-based
resources.
*APA formatting
guidelines need
Work is unified
around a central
purpose with
well-developed
ideas, logically
organized in

paragraph
structure with
clear transitions.
Effective
sentence variety;
clear, concise,
and powerful
expression are
evident.
Work is written
in Standard
Edited English.
No prominent
errors interfere
with reading.
All web-based
sources are

credited through
embedded links.
Ideas are clearly
and concisely
expressed.
Elements of
effective
communication
such as an
introduction and
conclusion are
included.
Work is written

in Standard
Edited English
with few, if any,
grammatical or
mechanical
errors.
Few, if any,
errors in
crediting web-
based sources.
Ideas are not
clearly and
concisely
expressed.
Elements of

effective
communication
such as an
introduction and
conclusion are
not included.
Work contains
more than a few
grammatical, or
mechanical
errors.
Some web-based
sources are not
credited.
Major points do

not reflect
appropriate
elements of
communication.
No effort to
express ideas
clearly and
concisely.
Work is not
written in
Standard Edited
English.
Contains many
grammatical or

mechanical
errors
Web-based
sources are not
credited..
13
only be followed if
applicable to
assignment.
Fair-use,
copyright,
licensing,
and/or creative
commons

guidelines are
followed.
*Represents
scholarly writing
in a correct APA
format.
Few, if any,
errors following
fair-use,
copyright,
licensing, and/or
creative
commons
guidelines.

*Work is well
organized with
correct APA
formatting
throughout.
Some errors in
following fair-
use, copyright,
licensing, and/or
creative
commons
guidelines.
*Somewhat
represents
mature,
scholarly,

graduate-level
writing, with
APA generally
followed.
Fair-use,
copyright,
licensing, and/or
creative
commons
guidelines are
not followed.
* The quality of
writing and/or
APA formatting
are not
acceptable for

graduate level
work.
Final
Assignment
Grade
A: Exemplary
Work
A = 4.00; A- =
3.75
B: Graduate
Level Work
B+ = 3.50; B =
3.00;
B- = 2.75
C: Minimal Work
C+ = 2.50; C =

2.00;
C- = 1.75
F: Work
Submitted but
Unacceptable
F = 1.00
It is expected that all applications and reflective essays will be
submitted according to the
assignment due dates indicated. Exceptions may be made at the
discretion of the faculty
member if contacted by the student prior to the due date
describing extenuating
circumstances. Last Updated: 7.14.09
Week 3 Assignment: EDUC – 6125 Foundations of Research
Research topic Challenges Instructors are having with Virtual
Learning
Research questions: What are the challenges of virtual learning
for instructors during covid-19?
What are the benefits to students from providing professional

development/trainings for faculty when it comes to
technology/virtual learning?
A revised problem statement and research questions based on
feedback received from your Instructor.
A reference list annotating at least four of the resources that
you have found while conducting a search for resources on your
topic. Each annotated entry should include:
· The APA-formatted citation of the resource
· A one-paragraph summary of the article or resource
· A brief rationale for the selection of each item. Within each
rationale, explain how the resource connects to your problem
statement and/or research questions, and evaluate its
appropriateness, validity, and reliability.

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