Read the article “Adult Education and the Social Media Revolution,” available in the eReserves section of the classroom. Pay particular attention to the references these authors make to the works of others. Every citation within this article is essentially a head nod to other authors who have written about the same or similar topics. Were they all in the same room, you could imagine the authors of this article pointing to or calling out those other authors while speaking. This is what we mean when we refer to research and writing as one big conversation, with all of the participants listening and responding to one another.
In a discussion post, point to an example from this article and explain how the authors do one of the following:
· refer to another work in order to give legitimacy to their own point;
· refer to another work in order to build upon the ideas of others; or
· refer to another work in order to challenge that work.
If you select "refer to another work in order to give legitimacy to their own point," first describe what the authors' point is, then describe how the cited article supports that point.
If you select "refer to another work in order to build upon the ideas of others," first describe what the ideas are, then describe how the authors build upon those ideas.
If you select "refer to another work in order to challenge that work", first describe what is being challenged, then describe how the authors are challenging the cited work.
By Marvin LeNoue, Tom Hall,
Myron A. Eighmy
Marvin LeNoue is an ABD doctoral
candidate in Occupational and Adult
Education at North Dakota State
University, Fargo, ND. He is currently
serving as an instructor at the University
of Oregon American English Institute,
Eugene, OR. His research interests
include technology-enhanced education
delivery and the use of educational
social software.
(Email: [email protected])
Tom Hall has an Ed. D. in Adult and
Higher Education from the University
of South Dakota. He is currently
serving as an Assistant Professor in the
Educational Leadership Program at
North Dakota State University, Fargo,
ND. His research interests include
adult education in the 21st Century, the
impact of different generational cohorts
in today's workplace, and community
education in rural America.
(Email: thomas.e. [email protected] edu)
Myron A. Eighmy is a professor and
program coordinator for the Education
Doctoral Program at North Dakota State
University. Research interests include
alternative delivery modes, learning
communities, and graduate student
self-efficacy.
(Email: [email protected])
Adult Education and the
Social Media Revolution
The advent of Web 2.0 and the spread of social software tools havecreated new and exciting opportunities for designers of digitally-medi-
ated education programs for adults. Whether working in fully online, blended,
or face-to-face learning contexts, instructors may now access technologies that
allow students and faculty to engage in coope ...
By Marvin LeNoue, Tom Hall,Myron A. EighmyMarvin LeNoue .docxhumphrieskalyn
By Marvin LeNoue, Tom Hall,
Myron A. Eighmy
Marvin LeNoue is an ABD doctoral
candidate in Occupational and Adult
Education at North Dakota State
University, Fargo, ND. He is currently
serving as an instructor at the University
of Oregon American English Institute,
Eugene, OR. His research interests
include technology-enhanced education
delivery and the use of educational
social software.
(Email: [email protected])
Tom Hall has an Ed. D. in Adult and
Higher Education from the University
of South Dakota. He is currently
serving as an Assistant Professor in the
Educational Leadership Program at
North Dakota State University, Fargo,
ND. His research interests include
adult education in the 21st Century, the
impact of different generational cohorts
in today's workplace, and community
education in rural America.
(Email: thomas.e. [email protected] edu)
Myron A. Eighmy is a professor and
program coordinator for the Education
Doctoral Program at North Dakota State
University. Research interests include
alternative delivery modes, learning
communities, and graduate student
self-efficacy.
(Email: [email protected])
Adult Education and the
Social Media Revolution
The advent of Web 2.0 and the spread of social software tools havecreated new and exciting opportunities for designers of digitally-medi-
ated education programs for adults. Whether working in fully online, blended,
or face-to-face learning contexts, instructors may now access technologies that
allow students and faculty to engage in cooperative and collaborative learning
despite being separated in space and time. By supporting the use of interactive
methods and multi-media materials, social software offers educators more ways
to engage learners than any preceding educational technology. Social software
also empowers curriculum designers to more effectively accommodate many
of the core principles of adult learning than was possible with earlier e-learning
technologies. This article offers a basic introduction to some new possibilities
in the design and delivery of digitally-mediated education, and an overview of
the compatibility between the capabilities of social software and the principles
of adult education.
Digitally Mediated Learning
Self-directed learning is largely unconstrained in terms of time and
location and has traditionally been a primary affordance of distance education
(Holmberg, 1995). From its inception, distance education has been marketed
as a solution for adults whose occupational, social, and/or family commitments
limit their ability to pursue educational goals (Holmberg). In the decades since
the 1970s, demand for distance programs has increased as the globalization
of national economies creates a competitive atmosphere that drives people to
become life-long learners in order to be successful in the workplace (Merriam,
Caffarella, & Baumgartner, 2007).
For many people, the term distance education now conjures up images of
computers, the Internet, and online learnin ...
By Marvin LeNoue, Tom Hall,Myron A. EighmyMarvin LeNoue .docxclairbycraft
By Marvin LeNoue, Tom Hall,
Myron A. Eighmy
Marvin LeNoue is an ABD doctoral
candidate in Occupational and Adult
Education at North Dakota State
University, Fargo, ND. He is currently
serving as an instructor at the University
of Oregon American English Institute,
Eugene, OR. His research interests
include technology-enhanced education
delivery and the use of educational
social software.
(Email: [email protected])
Tom Hall has an Ed. D. in Adult and
Higher Education from the University
of South Dakota. He is currently
serving as an Assistant Professor in the
Educational Leadership Program at
North Dakota State University, Fargo,
ND. His research interests include
adult education in the 21st Century, the
impact of different generational cohorts
in today's workplace, and community
education in rural America.
(Email: thomas.e. [email protected] edu)
Myron A. Eighmy is a professor and
program coordinator for the Education
Doctoral Program at North Dakota State
University. Research interests include
alternative delivery modes, learning
communities, and graduate student
self-efficacy.
(Email: [email protected])
Adult Education and the
Social Media Revolution
The advent of Web 2.0 and the spread of social software tools havecreated new and exciting opportunities for designers of digitally-medi-
ated education programs for adults. Whether working in fully online, blended,
or face-to-face learning contexts, instructors may now access technologies that
allow students and faculty to engage in cooperative and collaborative learning
despite being separated in space and time. By supporting the use of interactive
methods and multi-media materials, social software offers educators more ways
to engage learners than any preceding educational technology. Social software
also empowers curriculum designers to more effectively accommodate many
of the core principles of adult learning than was possible with earlier e-learning
technologies. This article offers a basic introduction to some new possibilities
in the design and delivery of digitally-mediated education, and an overview of
the compatibility between the capabilities of social software and the principles
of adult education.
Digitally Mediated Learning
Self-directed learning is largely unconstrained in terms of time and
location and has traditionally been a primary affordance of distance education
(Holmberg, 1995). From its inception, distance education has been marketed
as a solution for adults whose occupational, social, and/or family commitments
limit their ability to pursue educational goals (Holmberg). In the decades since
the 1970s, demand for distance programs has increased as the globalization
of national economies creates a competitive atmosphere that drives people to
become life-long learners in order to be successful in the workplace (Merriam,
Caffarella, & Baumgartner, 2007).
For many people, the term distance education now conjures up images of
computers, the Internet, and online learnin.
By Marvin LeNoue, Tom Hall,Myron A. EighmyMarvin LeNoue .docxRAHUL126667
By Marvin LeNoue, Tom Hall,
Myron A. Eighmy
Marvin LeNoue is an ABD doctoral
candidate in Occupational and Adult
Education at North Dakota State
University, Fargo, ND. He is currently
serving as an instructor at the University
of Oregon American English Institute,
Eugene, OR. His research interests
include technology-enhanced education
delivery and the use of educational
social software.
(Email: [email protected])
Tom Hall has an Ed. D. in Adult and
Higher Education from the University
of South Dakota. He is currently
serving as an Assistant Professor in the
Educational Leadership Program at
North Dakota State University, Fargo,
ND. His research interests include
adult education in the 21st Century, the
impact of different generational cohorts
in today's workplace, and community
education in rural America.
(Email: thomas.e. [email protected] edu)
Myron A. Eighmy is a professor and
program coordinator for the Education
Doctoral Program at North Dakota State
University. Research interests include
alternative delivery modes, learning
communities, and graduate student
self-efficacy.
(Email: [email protected])
Adult Education and the
Social Media Revolution
The advent of Web 2.0 and the spread of social software tools havecreated new and exciting opportunities for designers of digitally-medi-
ated education programs for adults. Whether working in fully online, blended,
or face-to-face learning contexts, instructors may now access technologies that
allow students and faculty to engage in cooperative and collaborative learning
despite being separated in space and time. By supporting the use of interactive
methods and multi-media materials, social software offers educators more ways
to engage learners than any preceding educational technology. Social software
also empowers curriculum designers to more effectively accommodate many
of the core principles of adult learning than was possible with earlier e-learning
technologies. This article offers a basic introduction to some new possibilities
in the design and delivery of digitally-mediated education, and an overview of
the compatibility between the capabilities of social software and the principles
of adult education.
Digitally Mediated Learning
Self-directed learning is largely unconstrained in terms of time and
location and has traditionally been a primary affordance of distance education
(Holmberg, 1995). From its inception, distance education has been marketed
as a solution for adults whose occupational, social, and/or family commitments
limit their ability to pursue educational goals (Holmberg). In the decades since
the 1970s, demand for distance programs has increased as the globalization
of national economies creates a competitive atmosphere that drives people to
become life-long learners in order to be successful in the workplace (Merriam,
Caffarella, & Baumgartner, 2007).
For many people, the term distance education now conjures up images of
computers, the Internet, and online learnin ...
Tweeting the night away: Using Twitter to enhance social presencePatrick Lowenthal
To be truly effective, online learning must facilitate the social process of learning. This involves providing space and opportunities for students and faculty to engage in social activities. Although learning management systems offer several tools that support social learning and student engagement, the scope, structure, and functionality of those tools can inhibit and restrain just-in-time social connections and interactions. In this teaching tip, we describe our use of Twitter to encourage free flowing just-in-time interactions and how these interactions can enhance social presence in online courses. We then describe instructional benefits of Twitter, and conclude with guidelines for incorporating Twitter in online courses.
Mobile devices have been the focus of a push in many nations and internationally as part of
efforts to achieve greater literacy and numeracy among students. Research has shown a strong
link between Internet usage, the spread of broadband in a country, and its GDP. Those countries
that are the highest performing educationally already integrate mobile devices in their
education. This paper synthesizes empirical research on mobile devices from 2010 to 2013 in
K-12 schools by focusing on studies that demonstrate emerging themes in this area. It is also
clear that the pedagogy needed to be successful in creating positive outcomes in the use of
technology has to be student-centered with the aim of personalizing the learning experience.
Research found that students could become collaborators in designing their own learning
process. As students become independent learners, they become more prepared in the skills
needed for college and in their careers.
By Marvin LeNoue, Tom Hall,Myron A. EighmyMarvin LeNoue .docxhumphrieskalyn
By Marvin LeNoue, Tom Hall,
Myron A. Eighmy
Marvin LeNoue is an ABD doctoral
candidate in Occupational and Adult
Education at North Dakota State
University, Fargo, ND. He is currently
serving as an instructor at the University
of Oregon American English Institute,
Eugene, OR. His research interests
include technology-enhanced education
delivery and the use of educational
social software.
(Email: [email protected])
Tom Hall has an Ed. D. in Adult and
Higher Education from the University
of South Dakota. He is currently
serving as an Assistant Professor in the
Educational Leadership Program at
North Dakota State University, Fargo,
ND. His research interests include
adult education in the 21st Century, the
impact of different generational cohorts
in today's workplace, and community
education in rural America.
(Email: thomas.e. [email protected] edu)
Myron A. Eighmy is a professor and
program coordinator for the Education
Doctoral Program at North Dakota State
University. Research interests include
alternative delivery modes, learning
communities, and graduate student
self-efficacy.
(Email: [email protected])
Adult Education and the
Social Media Revolution
The advent of Web 2.0 and the spread of social software tools havecreated new and exciting opportunities for designers of digitally-medi-
ated education programs for adults. Whether working in fully online, blended,
or face-to-face learning contexts, instructors may now access technologies that
allow students and faculty to engage in cooperative and collaborative learning
despite being separated in space and time. By supporting the use of interactive
methods and multi-media materials, social software offers educators more ways
to engage learners than any preceding educational technology. Social software
also empowers curriculum designers to more effectively accommodate many
of the core principles of adult learning than was possible with earlier e-learning
technologies. This article offers a basic introduction to some new possibilities
in the design and delivery of digitally-mediated education, and an overview of
the compatibility between the capabilities of social software and the principles
of adult education.
Digitally Mediated Learning
Self-directed learning is largely unconstrained in terms of time and
location and has traditionally been a primary affordance of distance education
(Holmberg, 1995). From its inception, distance education has been marketed
as a solution for adults whose occupational, social, and/or family commitments
limit their ability to pursue educational goals (Holmberg). In the decades since
the 1970s, demand for distance programs has increased as the globalization
of national economies creates a competitive atmosphere that drives people to
become life-long learners in order to be successful in the workplace (Merriam,
Caffarella, & Baumgartner, 2007).
For many people, the term distance education now conjures up images of
computers, the Internet, and online learnin ...
By Marvin LeNoue, Tom Hall,Myron A. EighmyMarvin LeNoue .docxclairbycraft
By Marvin LeNoue, Tom Hall,
Myron A. Eighmy
Marvin LeNoue is an ABD doctoral
candidate in Occupational and Adult
Education at North Dakota State
University, Fargo, ND. He is currently
serving as an instructor at the University
of Oregon American English Institute,
Eugene, OR. His research interests
include technology-enhanced education
delivery and the use of educational
social software.
(Email: [email protected])
Tom Hall has an Ed. D. in Adult and
Higher Education from the University
of South Dakota. He is currently
serving as an Assistant Professor in the
Educational Leadership Program at
North Dakota State University, Fargo,
ND. His research interests include
adult education in the 21st Century, the
impact of different generational cohorts
in today's workplace, and community
education in rural America.
(Email: thomas.e. [email protected] edu)
Myron A. Eighmy is a professor and
program coordinator for the Education
Doctoral Program at North Dakota State
University. Research interests include
alternative delivery modes, learning
communities, and graduate student
self-efficacy.
(Email: [email protected])
Adult Education and the
Social Media Revolution
The advent of Web 2.0 and the spread of social software tools havecreated new and exciting opportunities for designers of digitally-medi-
ated education programs for adults. Whether working in fully online, blended,
or face-to-face learning contexts, instructors may now access technologies that
allow students and faculty to engage in cooperative and collaborative learning
despite being separated in space and time. By supporting the use of interactive
methods and multi-media materials, social software offers educators more ways
to engage learners than any preceding educational technology. Social software
also empowers curriculum designers to more effectively accommodate many
of the core principles of adult learning than was possible with earlier e-learning
technologies. This article offers a basic introduction to some new possibilities
in the design and delivery of digitally-mediated education, and an overview of
the compatibility between the capabilities of social software and the principles
of adult education.
Digitally Mediated Learning
Self-directed learning is largely unconstrained in terms of time and
location and has traditionally been a primary affordance of distance education
(Holmberg, 1995). From its inception, distance education has been marketed
as a solution for adults whose occupational, social, and/or family commitments
limit their ability to pursue educational goals (Holmberg). In the decades since
the 1970s, demand for distance programs has increased as the globalization
of national economies creates a competitive atmosphere that drives people to
become life-long learners in order to be successful in the workplace (Merriam,
Caffarella, & Baumgartner, 2007).
For many people, the term distance education now conjures up images of
computers, the Internet, and online learnin.
By Marvin LeNoue, Tom Hall,Myron A. EighmyMarvin LeNoue .docxRAHUL126667
By Marvin LeNoue, Tom Hall,
Myron A. Eighmy
Marvin LeNoue is an ABD doctoral
candidate in Occupational and Adult
Education at North Dakota State
University, Fargo, ND. He is currently
serving as an instructor at the University
of Oregon American English Institute,
Eugene, OR. His research interests
include technology-enhanced education
delivery and the use of educational
social software.
(Email: [email protected])
Tom Hall has an Ed. D. in Adult and
Higher Education from the University
of South Dakota. He is currently
serving as an Assistant Professor in the
Educational Leadership Program at
North Dakota State University, Fargo,
ND. His research interests include
adult education in the 21st Century, the
impact of different generational cohorts
in today's workplace, and community
education in rural America.
(Email: thomas.e. [email protected] edu)
Myron A. Eighmy is a professor and
program coordinator for the Education
Doctoral Program at North Dakota State
University. Research interests include
alternative delivery modes, learning
communities, and graduate student
self-efficacy.
(Email: [email protected])
Adult Education and the
Social Media Revolution
The advent of Web 2.0 and the spread of social software tools havecreated new and exciting opportunities for designers of digitally-medi-
ated education programs for adults. Whether working in fully online, blended,
or face-to-face learning contexts, instructors may now access technologies that
allow students and faculty to engage in cooperative and collaborative learning
despite being separated in space and time. By supporting the use of interactive
methods and multi-media materials, social software offers educators more ways
to engage learners than any preceding educational technology. Social software
also empowers curriculum designers to more effectively accommodate many
of the core principles of adult learning than was possible with earlier e-learning
technologies. This article offers a basic introduction to some new possibilities
in the design and delivery of digitally-mediated education, and an overview of
the compatibility between the capabilities of social software and the principles
of adult education.
Digitally Mediated Learning
Self-directed learning is largely unconstrained in terms of time and
location and has traditionally been a primary affordance of distance education
(Holmberg, 1995). From its inception, distance education has been marketed
as a solution for adults whose occupational, social, and/or family commitments
limit their ability to pursue educational goals (Holmberg). In the decades since
the 1970s, demand for distance programs has increased as the globalization
of national economies creates a competitive atmosphere that drives people to
become life-long learners in order to be successful in the workplace (Merriam,
Caffarella, & Baumgartner, 2007).
For many people, the term distance education now conjures up images of
computers, the Internet, and online learnin ...
Tweeting the night away: Using Twitter to enhance social presencePatrick Lowenthal
To be truly effective, online learning must facilitate the social process of learning. This involves providing space and opportunities for students and faculty to engage in social activities. Although learning management systems offer several tools that support social learning and student engagement, the scope, structure, and functionality of those tools can inhibit and restrain just-in-time social connections and interactions. In this teaching tip, we describe our use of Twitter to encourage free flowing just-in-time interactions and how these interactions can enhance social presence in online courses. We then describe instructional benefits of Twitter, and conclude with guidelines for incorporating Twitter in online courses.
Mobile devices have been the focus of a push in many nations and internationally as part of
efforts to achieve greater literacy and numeracy among students. Research has shown a strong
link between Internet usage, the spread of broadband in a country, and its GDP. Those countries
that are the highest performing educationally already integrate mobile devices in their
education. This paper synthesizes empirical research on mobile devices from 2010 to 2013 in
K-12 schools by focusing on studies that demonstrate emerging themes in this area. It is also
clear that the pedagogy needed to be successful in creating positive outcomes in the use of
technology has to be student-centered with the aim of personalizing the learning experience.
Research found that students could become collaborators in designing their own learning
process. As students become independent learners, they become more prepared in the skills
needed for college and in their careers.
EFL Students’ Perceptions and Attitudes towards Facebook as anEducational Lea...inventionjournals
The purpose of this study was to examine EFL students’ perceptions and attitudes towards Facebook as an educational learning tool.Participants were twenty eight undergraduate female students who experienced teaching and learning through Facebook and some classroom and face-to-face sessions. The researcher, to collect data, prepared and used two instruments; The first was face-to-face interview, while the second was Facebook Perception and Attitudes Questionnaire. Having conducted interviews, and administered the Facebook Perception and Attitudes Questionnaire, data were analyzed quantatively and qualitatively. The findings revealed that students had high and positiveperceptions of Facebook and its activities as a learning environment. Also, students had good and favourable attitudes towards using Facebook on teaching and learning.
The Impact of Social Media Technologies on Adult Learning IJECEIAES
Technology and social media have presented significant tools for adult learners to learn and advance continually. Fast technological advancements have enabled development of technologies used for learning. Expansion of various tools has given professors, educaters, trainers, instructers, many alternatives towards the implementation of the technology supported learning. The use of social media can improve adult learning outcomes and academic accomplishment. Social media is increasingly proven to be beneficial in adult learning and has a huge potential for adult education. This paper sheds some lights on benefits of social media for adult learners, this is incorporated through the review of previous work and some barriers that encounters social media for learning purposes. Also some social media models are reviewed to show the growth and effect of social media in adult learning context, and suggestions and recommendations are provided.
Giving Back: Exploring Service-Learning in an Online EnvironmentRochell McWhorter
This is the last author's copy. To read the published copy:
http://www.ncolr.org/issues/jiol/v14/n2/3
Service-Learning (SL) as an instructional method is growing in popularity for giving back to the community while connecting the experience to course content. However, little has been published on using SL for online business students. This study highlights an exploratory mixed-methods, multiple case study of an online business leadership and ethics course utilizing SL as a pedagogical teaching tool with 81 students. Results from the study noted that hours completed exceeded those assigned and students identified outcomes for themselves, their university, and nonprofit organizations where they served. The outcomes of this study mirrored those identified by students in traditional face-to-face courses underscoring the value of SL projects in online courses in higher education.
Running Head ANNOTATED BIBLIOGRAPHY1ANNOTATED BIBLIOGRAPHY .docxSUBHI7
Running Head: ANNOTATED BIBLIOGRAPHY 1
ANNOTATED BIBLIOGRAPHY 6
Annotated Bibliography
Student’s Name
Institutional Affiliation
Button, D., Harrington, A., & Belan, I. (2014). E-learning & information communication technology (ICT) in nursing education: A review of the literature. Nurse Education Today, 34(10), 1311-1323.
There is need for constant updating of informatics in fields such as nursing so as to help those in the fields to be able to learn and utilize the skills they learn in positive development of children and personal development. This resource is aimed at performing a study spread out across a ten year period identifying the issues which arise and affect both tutors and students in the context of e-learning systems. This study has been significantly the largest change in the field of medicine and nursing education where hospital training was moved to the tertiary sector. Also, the existing differences between computers and systems dealing with informatics depending on their use can prove successful to the users. Technology has also enabled for the creation and use of online data sources and libraries for purposes of referencing and gaining knowledge.
From this reference I will be able to review how technology has been used in developing an online database which can be used by learners and tutors in the field of nursing to gain information.
FernáNdez-LóPez, Á. RodríGuez-FóRtiz, M. J., RodríGuez-Almendros, M. L., & MartíNez-Segura, M. J. (2013). Mobile learning technology based on iOS devices to support students with special education needs. Computers & Education, 61, 77-90.
Recent advancements in technology have assisted in creation of avenues for students with special needs to be able to access equal education opportunities. Mobile applications can be developed for children especially with cognitive disabilities and other difficulties which may arise in the process of learning to help them gain knowledge and education better. These applications can be used as a tool for improvement and betterment of behaviors, helping them interact with the environment and other aspects of holistic growth such as helping in communication. These applications can be designed for Apple iOS devices due to their increased use in the American market however developments can be made to incorporate other platforms. However, there exists a number of applications which have already been implemented and have proven to be successful in helping in positive growth n children.
I intend to use this source to sow how technology can be used to teach children with disabilities and difficulties in learning. Technology can be harnessed and channeled to be used as a tool for education outside the school to help for better growth and development of a child.
Lai, K. W., Khaddage, F., & Knezek, G. (2013). Blending student technology experiences in formal and informal learning. Journal of Computer Assisted Learning, 29(5), 414-425.
There is need for im ...
Computers & Education 55 (2010) 1721–1731
Contents lists available at ScienceDirect
Computers & Education
journal homepage: www.elsevier.com/locate/compedu
Learning presence: Towards a theory of self-efficacy, self-regulation, and the
development of a communities of inquiry in online and blended learning
environments
Peter Shea a,*, Temi Bidjerano b
a University at Albany, State University of New York, Albany, NY 12222, United States
b Furman University, Greenville, SC 29613, United States
a r t i c l e i n f o
Article history:
Received 13 April 2010
Received in revised form
20 July 2010
Accepted 21 July 2010
Keywords:
Online learning
Community of inquiry framework
Learning presence
Teaching presence
Social presence
Cognitive presence
Self-efficacy
* Corresponding author.
E-mail addresses: [email protected] (P. Sh
0360-1315/$ – see front matter � 2010 Elsevier Ltd. A
doi:10.1016/j.compedu.2010.07.017
a b s t r a c t
In this paper we examine the Community of Inquiry framework (Garrison, Anderson, & Archer, 2000)
suggesting that the model may be enhanced through a fuller articulation of the roles of online learners.
We present the results of a study of 3165 students in online and hybrid courses from 42 two- and four-
year institutions in which we examine the relationship between learner self-efficacy measures and their
ratings of the quality of their learning in virtual environments. We conclude that a positive relationship
exists between elements of the CoI framework and between elements of a nascent theoretical construct
that we label “learning presence”. We suggest that learning presence represents elements such as self-
efficacy as well as other cognitive, behavioral, and motivational constructs supportive of online learner
self-regulation. We suggest that this focused analysis on the active roles of online learners may contribute
to a more thorough account of knowledge construction in technology-mediated environments
expanding the descriptive and explanatory power of the Community of Inquiry framework. Learning
presence: Towards a Theory of Self-efficacy, Self-regulation, and the Development of a Communities of
Inquiry in Online and Blended Learning Environments.
� 2010 Elsevier Ltd. All rights reserved.
1. Introduction
Online education continues to grow and is playing and increasingly significant role in US higher education. Recent research indicates that
more 4 million higher education learners, i.e. 25% of all college students, are enrolled in at least one online course (Allen & Seaman, 2010)
This represents an increase of more than 100% from just four years ago. In addition to this rapid growth, research is beginning to emerge
indicating that online education has transcended the “no significant difference” phenomena. For more than a decade the accepted wisdom
has been that online education and its predecessor, “distance learning” resulted in no significant difference relative to learning outcomes
achieved through classroom ins.
Manal Hasan Hasan Ebrahim Alkandari
Public Authority for Applied Education and Training
The Higher Institute for Administrative Services English Department
Abstract: In many learning places, online learning has become the new normal with the major aim of averting the
Covid-19 pandemic effects. Besides, the e-learning benefits can help mitigate the effects of conventionalism and
deferment in education institutions and foster the development of student's critical thinking skills as would be
anticipated in traditional residential practices if exploited effectively. Even though research myriads have proved
that it is a student-and-action-based model that has the potential to accomplish optimal education and learning
outcomes when applied successfully, online learning more often than not has been criticized for being unable to
engage learners amply. Understandably, in residential systems, teaching learners to develop critical thinking skills
has been challenging because it needs the physical presence of students and faculty to participate in the analyses
and syntheses of complex concepts for applications, clarity and better assimilations. To successfully apply the same
in an e-learning setting will need augmented knowledge in the subject matters as well as knowledge in the elearning dynamics, including applications of germane instructional strategies, contexts and influential theories.
Keywords: online learning, Covid-19 pandemic effects, e-learning benefits, education institutions.
According to Davenport (2014) social media and health care are c.docxmakdul
According to Davenport (2014) social media and health care are collaborating in meeting the needs of health care providers and patients. Social media is taking a step towards focusing on an analytic model to evaluate the value of social media in healthcare. For this assignment you research and investigate the areas of social media that might embrace and benefit from an analytic model combining acquired data and value-based analytics. You will then evaluate the resource addressing the following points:
· Five major stakeholder roles of social media—patients, physicians (and other outpatient care), hospitals, payers (employers, health plans), and health information technology (IT)
· Will social media improve a practice? How so? Provide a thorough rationale.
· Provide a conclusion with the main points .
format:
· Must be two to four
· Must use at least three scholarly sources
.
According to (Fatehi, Gordon & Florida, N.D.) theoretical orient.docxmakdul
According to (Fatehi, Gordon & Florida, N.D.) theoretical orientation represent styles of mind for understanding reality. This theoretical orientation can be organized as a continuum from theoretical constructs that are independent and concrete as with the Behavioral/ CBT theories, to theoretical constructs that are interdependent and abstract as with the Psychodynamic theories (Fatehi, Gordon & Florida, N.D.). Family systems and Humanistic/Existential are theoretical midpoints (Fatehi, Gordon & Florida, N.D.). Trait theory tends to focus on the premise that we are born with traits or characteristics that make us unique and explain our behaviors (Cervone& Pervin, 2019). For example, introversion, extroversion, shyness, agreeableness, kindness, etc. all these innate characteristics that we are born help to explain why we behave in a certain manner according to the situations we face, (Cervone& Pervin, 2019). Psychoanalytic perspective on the other hand focuses on childhood experiences and the unconscious mind which plays a role in our personality development, (Cervone& Pervin, 2019).
According to Freud, (Cervone& Pervin, 2019) our unconscious mind includes all our hidden desires and conflicts which form the root cause of our mental health issues or maladaptive behaviors. The main difference between these two perspectives is that trait theory helps to explain why we behave in a certain manner, whereas psychoanalytic theory only describes the personality and predicting behavior and not really explaining why we behave the way we do. There is no such evident similarity between the two perspectives, but kind of rely on underlying mechanisms to explain personality. Also, there is some degree of subjectivity present in both the perspectives. Trait theories involve subjectivity regarding interpretations of which can be considered as important traits that explain our behaviors, and psychoanalytic theory is subjective and vague in the concepts been used like the unconscious mind. My opinions accord with the visible contrasts between the two, one focused on internal features describing our behaviors in clearer words, whilst other concentrating on unconscious mind in anticipating behavior which is ambiguous and harder to grasp.
References
Cervone, D., & Pervin, L. A. (2019). Personality: Theory and research (14th ed.). Wiley.
Fatehi, M., Gordon, R. M., & Florida, O. A Meta-Theoretical Integration of Psychotherapy Orientations.
.
More Related Content
Similar to Read the article Adult Education and the Social Media Revolution,.docx
EFL Students’ Perceptions and Attitudes towards Facebook as anEducational Lea...inventionjournals
The purpose of this study was to examine EFL students’ perceptions and attitudes towards Facebook as an educational learning tool.Participants were twenty eight undergraduate female students who experienced teaching and learning through Facebook and some classroom and face-to-face sessions. The researcher, to collect data, prepared and used two instruments; The first was face-to-face interview, while the second was Facebook Perception and Attitudes Questionnaire. Having conducted interviews, and administered the Facebook Perception and Attitudes Questionnaire, data were analyzed quantatively and qualitatively. The findings revealed that students had high and positiveperceptions of Facebook and its activities as a learning environment. Also, students had good and favourable attitudes towards using Facebook on teaching and learning.
The Impact of Social Media Technologies on Adult Learning IJECEIAES
Technology and social media have presented significant tools for adult learners to learn and advance continually. Fast technological advancements have enabled development of technologies used for learning. Expansion of various tools has given professors, educaters, trainers, instructers, many alternatives towards the implementation of the technology supported learning. The use of social media can improve adult learning outcomes and academic accomplishment. Social media is increasingly proven to be beneficial in adult learning and has a huge potential for adult education. This paper sheds some lights on benefits of social media for adult learners, this is incorporated through the review of previous work and some barriers that encounters social media for learning purposes. Also some social media models are reviewed to show the growth and effect of social media in adult learning context, and suggestions and recommendations are provided.
Giving Back: Exploring Service-Learning in an Online EnvironmentRochell McWhorter
This is the last author's copy. To read the published copy:
http://www.ncolr.org/issues/jiol/v14/n2/3
Service-Learning (SL) as an instructional method is growing in popularity for giving back to the community while connecting the experience to course content. However, little has been published on using SL for online business students. This study highlights an exploratory mixed-methods, multiple case study of an online business leadership and ethics course utilizing SL as a pedagogical teaching tool with 81 students. Results from the study noted that hours completed exceeded those assigned and students identified outcomes for themselves, their university, and nonprofit organizations where they served. The outcomes of this study mirrored those identified by students in traditional face-to-face courses underscoring the value of SL projects in online courses in higher education.
Running Head ANNOTATED BIBLIOGRAPHY1ANNOTATED BIBLIOGRAPHY .docxSUBHI7
Running Head: ANNOTATED BIBLIOGRAPHY 1
ANNOTATED BIBLIOGRAPHY 6
Annotated Bibliography
Student’s Name
Institutional Affiliation
Button, D., Harrington, A., & Belan, I. (2014). E-learning & information communication technology (ICT) in nursing education: A review of the literature. Nurse Education Today, 34(10), 1311-1323.
There is need for constant updating of informatics in fields such as nursing so as to help those in the fields to be able to learn and utilize the skills they learn in positive development of children and personal development. This resource is aimed at performing a study spread out across a ten year period identifying the issues which arise and affect both tutors and students in the context of e-learning systems. This study has been significantly the largest change in the field of medicine and nursing education where hospital training was moved to the tertiary sector. Also, the existing differences between computers and systems dealing with informatics depending on their use can prove successful to the users. Technology has also enabled for the creation and use of online data sources and libraries for purposes of referencing and gaining knowledge.
From this reference I will be able to review how technology has been used in developing an online database which can be used by learners and tutors in the field of nursing to gain information.
FernáNdez-LóPez, Á. RodríGuez-FóRtiz, M. J., RodríGuez-Almendros, M. L., & MartíNez-Segura, M. J. (2013). Mobile learning technology based on iOS devices to support students with special education needs. Computers & Education, 61, 77-90.
Recent advancements in technology have assisted in creation of avenues for students with special needs to be able to access equal education opportunities. Mobile applications can be developed for children especially with cognitive disabilities and other difficulties which may arise in the process of learning to help them gain knowledge and education better. These applications can be used as a tool for improvement and betterment of behaviors, helping them interact with the environment and other aspects of holistic growth such as helping in communication. These applications can be designed for Apple iOS devices due to their increased use in the American market however developments can be made to incorporate other platforms. However, there exists a number of applications which have already been implemented and have proven to be successful in helping in positive growth n children.
I intend to use this source to sow how technology can be used to teach children with disabilities and difficulties in learning. Technology can be harnessed and channeled to be used as a tool for education outside the school to help for better growth and development of a child.
Lai, K. W., Khaddage, F., & Knezek, G. (2013). Blending student technology experiences in formal and informal learning. Journal of Computer Assisted Learning, 29(5), 414-425.
There is need for im ...
Computers & Education 55 (2010) 1721–1731
Contents lists available at ScienceDirect
Computers & Education
journal homepage: www.elsevier.com/locate/compedu
Learning presence: Towards a theory of self-efficacy, self-regulation, and the
development of a communities of inquiry in online and blended learning
environments
Peter Shea a,*, Temi Bidjerano b
a University at Albany, State University of New York, Albany, NY 12222, United States
b Furman University, Greenville, SC 29613, United States
a r t i c l e i n f o
Article history:
Received 13 April 2010
Received in revised form
20 July 2010
Accepted 21 July 2010
Keywords:
Online learning
Community of inquiry framework
Learning presence
Teaching presence
Social presence
Cognitive presence
Self-efficacy
* Corresponding author.
E-mail addresses: [email protected] (P. Sh
0360-1315/$ – see front matter � 2010 Elsevier Ltd. A
doi:10.1016/j.compedu.2010.07.017
a b s t r a c t
In this paper we examine the Community of Inquiry framework (Garrison, Anderson, & Archer, 2000)
suggesting that the model may be enhanced through a fuller articulation of the roles of online learners.
We present the results of a study of 3165 students in online and hybrid courses from 42 two- and four-
year institutions in which we examine the relationship between learner self-efficacy measures and their
ratings of the quality of their learning in virtual environments. We conclude that a positive relationship
exists between elements of the CoI framework and between elements of a nascent theoretical construct
that we label “learning presence”. We suggest that learning presence represents elements such as self-
efficacy as well as other cognitive, behavioral, and motivational constructs supportive of online learner
self-regulation. We suggest that this focused analysis on the active roles of online learners may contribute
to a more thorough account of knowledge construction in technology-mediated environments
expanding the descriptive and explanatory power of the Community of Inquiry framework. Learning
presence: Towards a Theory of Self-efficacy, Self-regulation, and the Development of a Communities of
Inquiry in Online and Blended Learning Environments.
� 2010 Elsevier Ltd. All rights reserved.
1. Introduction
Online education continues to grow and is playing and increasingly significant role in US higher education. Recent research indicates that
more 4 million higher education learners, i.e. 25% of all college students, are enrolled in at least one online course (Allen & Seaman, 2010)
This represents an increase of more than 100% from just four years ago. In addition to this rapid growth, research is beginning to emerge
indicating that online education has transcended the “no significant difference” phenomena. For more than a decade the accepted wisdom
has been that online education and its predecessor, “distance learning” resulted in no significant difference relative to learning outcomes
achieved through classroom ins.
Manal Hasan Hasan Ebrahim Alkandari
Public Authority for Applied Education and Training
The Higher Institute for Administrative Services English Department
Abstract: In many learning places, online learning has become the new normal with the major aim of averting the
Covid-19 pandemic effects. Besides, the e-learning benefits can help mitigate the effects of conventionalism and
deferment in education institutions and foster the development of student's critical thinking skills as would be
anticipated in traditional residential practices if exploited effectively. Even though research myriads have proved
that it is a student-and-action-based model that has the potential to accomplish optimal education and learning
outcomes when applied successfully, online learning more often than not has been criticized for being unable to
engage learners amply. Understandably, in residential systems, teaching learners to develop critical thinking skills
has been challenging because it needs the physical presence of students and faculty to participate in the analyses
and syntheses of complex concepts for applications, clarity and better assimilations. To successfully apply the same
in an e-learning setting will need augmented knowledge in the subject matters as well as knowledge in the elearning dynamics, including applications of germane instructional strategies, contexts and influential theories.
Keywords: online learning, Covid-19 pandemic effects, e-learning benefits, education institutions.
Similar to Read the article Adult Education and the Social Media Revolution,.docx (20)
According to Davenport (2014) social media and health care are c.docxmakdul
According to Davenport (2014) social media and health care are collaborating in meeting the needs of health care providers and patients. Social media is taking a step towards focusing on an analytic model to evaluate the value of social media in healthcare. For this assignment you research and investigate the areas of social media that might embrace and benefit from an analytic model combining acquired data and value-based analytics. You will then evaluate the resource addressing the following points:
· Five major stakeholder roles of social media—patients, physicians (and other outpatient care), hospitals, payers (employers, health plans), and health information technology (IT)
· Will social media improve a practice? How so? Provide a thorough rationale.
· Provide a conclusion with the main points .
format:
· Must be two to four
· Must use at least three scholarly sources
.
According to (Fatehi, Gordon & Florida, N.D.) theoretical orient.docxmakdul
According to (Fatehi, Gordon & Florida, N.D.) theoretical orientation represent styles of mind for understanding reality. This theoretical orientation can be organized as a continuum from theoretical constructs that are independent and concrete as with the Behavioral/ CBT theories, to theoretical constructs that are interdependent and abstract as with the Psychodynamic theories (Fatehi, Gordon & Florida, N.D.). Family systems and Humanistic/Existential are theoretical midpoints (Fatehi, Gordon & Florida, N.D.). Trait theory tends to focus on the premise that we are born with traits or characteristics that make us unique and explain our behaviors (Cervone& Pervin, 2019). For example, introversion, extroversion, shyness, agreeableness, kindness, etc. all these innate characteristics that we are born help to explain why we behave in a certain manner according to the situations we face, (Cervone& Pervin, 2019). Psychoanalytic perspective on the other hand focuses on childhood experiences and the unconscious mind which plays a role in our personality development, (Cervone& Pervin, 2019).
According to Freud, (Cervone& Pervin, 2019) our unconscious mind includes all our hidden desires and conflicts which form the root cause of our mental health issues or maladaptive behaviors. The main difference between these two perspectives is that trait theory helps to explain why we behave in a certain manner, whereas psychoanalytic theory only describes the personality and predicting behavior and not really explaining why we behave the way we do. There is no such evident similarity between the two perspectives, but kind of rely on underlying mechanisms to explain personality. Also, there is some degree of subjectivity present in both the perspectives. Trait theories involve subjectivity regarding interpretations of which can be considered as important traits that explain our behaviors, and psychoanalytic theory is subjective and vague in the concepts been used like the unconscious mind. My opinions accord with the visible contrasts between the two, one focused on internal features describing our behaviors in clearer words, whilst other concentrating on unconscious mind in anticipating behavior which is ambiguous and harder to grasp.
References
Cervone, D., & Pervin, L. A. (2019). Personality: Theory and research (14th ed.). Wiley.
Fatehi, M., Gordon, R. M., & Florida, O. A Meta-Theoretical Integration of Psychotherapy Orientations.
.
According to Libertarianism, there is no right to any social service.docxmakdul
According to Libertarianism, there is no right to any social services besides those of a night-watchman state, protecting citizens from harming each other via courts, police, and military.
Consider this town
that decided to remove fire rescue as a basic social service. To benefit from it, one had to pay a yearly fee. Do you think libertarians would generally have to support such a policy in order to be consistent? Why or why not? Also, can you think of any other social services that might no longer exist in a libertarian society? (Btw, none has ever existed).
.
According to Kirk (2016), most of your time will be spent working wi.docxmakdul
According to Kirk (2016), most of your time will be spent working with your data. The four following group actions were mentioned by Kirk (2016):
Data acquisition: Gathering the raw material
Data examination: Identifying physical properties and meaning
Data transformation: Enhancing your data through modification and consolidation
Data exploration: Using exploratory analysis and research techniques to learn
Select 1 data action and elaborate on the actions performed in that action group.
.
According to cultural deviance theorists like Cohen, deviant sub.docxmakdul
According to cultural deviance theorists like Cohen, deviant subcultures have their own value system that often opposes those of society at large. These contradictory "values" have been embraced by generations within that culture—and as a way to act out against the majority value system from which they feel excluded. Write an essay of 750-1,000 words that addresses the following:
How has rap culture perpetuated subcultural values, and promoted violence and crime among young men?
Given its sharp deviation from conventional values and norms, how and why would theorists explain the persistence and popularity of this subculture? (See examples Tupac Shakur page 109-110 and 50 Cent page 135).
Be sure to cite three to five relevant scholarly sources in support of your content
.
According to Gray et al, (2017) critical appraisal is the proce.docxmakdul
According to Gray et al, (2017) “critical appraisal is the process of carefully and systematically assessing the outcome of all aspects of a study, judging the strengths, limitation, trustworthiness, meaning, and its applicability to practice”. The steps involved in critical appraisal include “identifying the study's elements or processes, determining the strengths and weaknesses, and evaluating the credibility and trustworthiness of the study” (Gray et al., 2017). The journal article chosen is
“change in staff perspectives on indwelling urinary catheter use after implementation of an intervention bundle in seven Swiss acute care hospitals: a result of a before/after survey study”
by Niederhauser, Zullig, Marschall, Schweiger, John, Kuster, and Schwappach. (2019).
Identifying the study's elements or processes
A significant issue addressed by the study is the nursing “staffs’ perspective towards indwelling urinary catheter (IUC) and evaluation of changes in their perspectives towards indwelling urinary catheter (IUC) use after implementation of a 1-year quality improvement project” (Niederhauser et al, 2019). the process of the research was conducted in “seven acute care hospitals in Switzerland” (Niederhauser et al, 2019). With a “sample size of 1579 staff members participated in the baseline survey and 1527 participated in the follow-up survey. The survey captures all nursing and medical staff members working at the participating hospitals at the time of survey distribution, using a multimodal intervention bundle, consisting of an evidence-based indication list, daily re-evaluation of ongoing catheter needs, and staff training were implemented over the course of 9 months” (Niederhauser et al, 2019).
Determining the strengths and weaknesses
A great strength of the study is a large sample size of over 1000 and the use of well-constructed and easy-to-read heading for better understanding. Also, the use of figures, graphs, and tables make the article less cumbersome to read. Another strength is the implementation of the ethical principles of research by enabling informed consent and voluntary participation as well as confidentiality and anonymity of information.
On the other hand, the study has several weaknesses such as the use of “the theory of planned behavior to model intentions to reduce catheter use, but it is not possible to know if changes observed in staff perception led to a true change in practice” (Niederhauser et al, 2019). Another weakness of the study is the repeated survey design which allows assessment of changes in staff perspectives after implementation of a quality improvement intervention but the sustainability of the effects over time could not be evaluated.
Evaluating the credibility and trustworthiness of the study
Although the study used a larger sample size of over 1000, the “use of a single-group design and no control group weakens its credibility and trustworthiness because there are no causal inferences abou.
According to article Insecure Policing Under Racial Capitalism by.docxmakdul
According to article "Insecure: Policing Under Racial Capitalism" by Robin D.G. Kelley and the article "Yes, We Mean Literally Abolish the Police" by Mariame Kaba, the police are no longer an attribute of safety and security. The facts that are given in the articles are similar within the meaning of the content. The police do not serve for the benefit of the whole community. Racial and class division according to social status became the basis of lawlessness and injustice on the part of the police. Kaaba in his article cites several stories confirming the racial hatred that led to the murder of African Americans. After that, people massively took to the streets of many cities in several countries, demanding an end to racial discrimination and the murder of African Americans. Kelley's article describes numerous manifestos where demands for police abolition have been raised, but all have been rejected. In the protests, people suggested that they themselves would take care of each other, which the police could not do. I understand that the police system is far from ideal and the permissiveness of police representatives should be limited. Ruth Wilson Gilmore says that "capitalism is never racial." I think that this phrase she wants to say that the stronger people take away from the weak people and use them for their own well-being. And since the roots of history go back to slavery, then African Americans are the weak link. In this regard, a huge number of prisons and police power appeared. The common and small class do not feel protected, on the contrary; they expect a threat from people who must protect them. The police take an oath to respect and protect human and civil rights and freedoms, regardless of skin color and social status. If this does not happen, then you need to change the system.
.
Abstract In this experiment, examining the equivalence poi.docxmakdul
Abstract:
In this experiment, examining the equivalence point in a titration with NaOH identified an
unknown diprotic acid. The molar mass of the unknown was found to be 100.78 g/mol with pKa
values of 2.6 and 6.6. The closest diprotic acid to this molar mass is malonic acid with a percent
error of 3.48%.
Introduction:
The purpose of the experiment was to determine the identity of an unknown diprotic acid. The
equivalence and half-equivalence points on the titration curve give important information, which
can then be used to calculate the molecular weight of the acid. The equivalence point is the
moment when there is an equal amount of acid and NaOH. Knowing the concentration and
volume of added NaOH at that moment, the amount of moles of NaOH can be determined. The
amount of moles of NaOH is then equivalent to the amount of acid present. Dividing the original
mass of the acid by the moles present gave the molar mass of the acid.
In this particular titration, there were two equivalence points as the acid is diprotic.
Consequently, the titration curve had two inflection points. The acid dissociated in a two-step
process with the net reaction being:
H2X + 2 NaOH Na2X + 2 H2O
This was important to take into consideration when calculating the molar mass of the diprotic
acid. If the first equivalence point was to be used, the ratio of acid to NaOH was 1:1. If the
second equivalence point was used in the calculations, the ratio became 1:2 as now a second
set of NaOH molecules reacted with the acid to dissociate the second hydrogen ion. The
titration curve also showed the pKa values of the acid. This happened at the half-equivalence
point where half of the acid was dissociated to its conjugate base (again, because of the diprotic
properties of the acid, this happens twice on the curve). The Henderson Hasselbalch equation
pH = pKa+log(A-/HA)
shows that at the half-equivalence point, the pKa value equaled the pH and was visually
represented by the flattest part of the graphs.
Discussion:
The titration graph showed that the data was consistent with the methodology and proved to be
an precise execution of the procedure and followed the expected shape. One possible source of
error was the actual mass of the acid solid. While transferring the dust from the weigh boat to
the solution, some remained in the weigh boat this could have altered the molar mass
calculations and shifted the final the final mass lighter than actual.
The Vernier pH method was definitely a much more concrete method of interpreting the results.
It was possible to see which addition of NaOH gave the greatest increase in pH ( greatest 1st
derivative of the titration graph). The relying solely on the indicator color would make it very
difficult to judge at which precise point the color shifted most, as the shift was a lot more gradual
compared to the precise numbers. This may have been a more reliable method if there was a
de.
ACC 403- ASSIGNMENT 2 RUBRIC!!!
Points: 280
Assignment 2: Audit Planning and Control
Criteria
UnacceptableBelow 60% F
Meets Minimum Expectations60-69% D
Fair70-79% C
Proficient80-89% B
Exemplary90-100% A
1. Outline the critical steps inherent in planning an audit and designing an effective audit program. Based upon the type of company selected, provide specific details of the actions that the company should undertake during planning and designing the audit program.
Weight: 15%
Did not submit or incompletely outlined the critical steps inherent in planning an audit and designing an effective audit program. Did not submit or incompletely provided specific details of the actions that the company should undertake during planning and designing the audit program, based upon the type of company selected.
Insufficiently outlined the critical steps inherent in planning an audit and designing an effective audit program. Insufficiently provided specific details of the actions that the company should undertake during planning and designing the audit program, based upon the type of company selected.
Partially outlined the critical steps inherent in planning an audit and designing an effective audit program. Partially provided specific details of the actions that the company should undertake during planning and designing the audit program, based upon the type of company selected.
Satisfactorily outlined the critical steps inherent in planning an audit and designing an effective audit program. Satisfactorily provided specific details of the actions that the company should undertake during planning and designing the audit program, based upon the type of company selected.
Thoroughly outlined the critical steps inherent in planning an audit and designing an effective audit program. Thoroughly provided specific details of the actions that the company should undertake during planning and designing the audit program, based upon the type of company selected.
2. Examine at least two (2) performance ratios that you would use in order to determine which analytical tests to perform. Identify the accounts that you would test, and select at least three (3) analytical procedures that you would use in your audit.
Weight: 15%
Did not submit or incompletely examined at least two (2) performance ratios that you would use in order to determine which analytical tests to perform. Did not submit or incompletely identified the accounts that you would test; did not submit or incompletely selected at least three (3) analytical procedures that you would use in your audit.
Insufficiently examined at least two (2) performance ratios that you would use in order to determine which analytical tests to perform. Insufficiently identified the accounts that you would test; insufficiently selected at least three (3) analytical procedures that you would use in your audit.
Partially examined at least two (2) performance ratios that you would use in order to determine which analytical tests .
ACC 601 Managerial Accounting Group Case 3 (160 points) .docxmakdul
ACC 601 Managerial Accounting
Group Case 3 (160 points)
Instructions:
1. As a group, complete the following activities in good form. Use excel or
word only. Provide all supporting calculations to show how you arrived at
your numbers
2. Add only the names of group members who participated in the completion
of this assignment.
3. Submit only one copy of your completed work via Moodle. Do not send it to
me by email.
4. Due: No later than the last day of Module 7. Please note that your professor
has the right to change the due date of this assignment.
Part A: Capital Budgeting Decisions
Chee Company has gathered the following data on a proposed investment project:
Investment required in equipment ............. $240,000
Annual cash inflows .................................. $50,000
Salvage value ............................................ $0
Life of the investment ............................... 8 years
Required rate of return .............................. 10%
Assets will be depreciated using straight
line depreciation method
Required:
Using the net present value and the internal rate of return methods, is this a good investment?
Part B: Master Budget
You have just been hired as a new management trainee by Earrings Unlimited, a distributor of
earrings to various retail outlets located in shopping malls across the country. In the past, the
company has done very little in the way of budgeting and at certain times of the year has
experienced a shortage of cash. Since you are well trained in budgeting, you have decided to
prepare a master budget for the upcoming second quarter. To this end, you have worked with
accounting and other areas to gather the information assembled below.
The company sells many styles of earrings, but all are sold for the same price—$10 per pair. Actual
sales of earrings for the last three months and budgeted sales for the next six months follow (in pairs
of earrings):
January (actual) 20,000 June (budget) 50,000
February (actual) 26,000 July (budget) 30,000
March (actual) 40,000 August (budget) 28,000
April (budget) 65,000 September (budget) 25,000
May (budget) 100,000
The concentration of sales before and during May is due to Mother’s Day. Sufficient inventory should
be on hand at the end of each month to supply 40% of the earrings sold in the following month.
Suppliers are paid $4 for a pair of earrings. One-half of a month’s purchases is paid for in the month
of purchase; the other half is paid for in the following month. All sales are on credit. Only 20% of a
month’s sales are collected in the month of sale. An additional 70% is collected in the following
month, and the remaining 10% is collected in the second month following sale. Bad debts have been
negligible.
Monthly operating expenses for the company are given below:
Variable:
Sales commissions 4 % of sales
.
Academic Integrity A Letter to My Students[1] Bill T.docxmakdul
Academic Integrity:
A Letter to My Students[1]
Bill Taylor
Professor of Political Science
Oakton Community College
Des Plaines, IL 60016
[email protected]
Here at the beginning of the semester I want to say something to you about academic integrity.[2]
I’m deeply convinced that integrity is an essential part of any true educational experience, integrity on
my part as a faculty member and integrity on your part as a student.
To take an easy example, would you want to be operated on by a doctor who cheated his way through
medical school? Or would you feel comfortable on a bridge designed by an engineer who cheated her
way through engineering school. Would you trust your tax return to an accountant who copied his
exam answers from his neighbor?
Those are easy examples, but what difference does it make if you as a student or I as a faculty member
violate the principles of academic integrity in a political science course, especially if it’s not in your
major?
For me, the answer is that integrity is important in this course precisely because integrity is important in
all areas of life. If we don’t have integrity in the small things, if we find it possible to justify plagiarism or
cheating or shoddy work in things that don’t seem important, how will we resist doing the same in areas
that really do matter, in areas where money might be at stake, or the possibility of advancement, or our
esteem in the eyes of others?
Personal integrity is not a quality we’re born to naturally. It’s a quality of character we need to nurture,
and this requires practice in both meanings of that word (as in practice the piano and practice a
profession). We can only be a person of integrity if we practice it every day.
What does that involve for each of us in this course? Let’s find out by going through each stage in the
course. As you’ll see, academic integrity basically requires the same things of you as a student as it
requires of me as a teacher.
I. Preparation for Class
What Academic Integrity Requires of Me in This Area
With regard to coming prepared for class, the principles of academic integrity require that I come having
done the things necessary to make the class a worthwhile educational experience for you. This requires
that I:
reread the text (even when I’ve written it myself),
clarify information I might not be clear about,
prepare the class with an eye toward what is current today (that is, not simply rely on past
notes), and
plan the session so that it will make it worth your while to be there.
What Academic Integrity Requires of You in This Area
With regard to coming prepared for class, the principles of academic integrity suggest that you have a
responsibility to yourself, to me, and to the other students to do the things necessary to put yourself in
a position to make fruitful contributions to class discussion. This will require you to:
read the text before.
Access the Center for Disease Control and Prevention’s (CDC’s) Nu.docxmakdul
Access the Center for Disease Control and Prevention’s (CDC’s)
“Nutrition, Physical Activity, and Obesity: Data, Trends and Maps”
database. Choose a state other than your home state and compare their health status and associated behaviors. What behaviors lead to the current obesity status?
Initial discussion post should be approximately 300 words. Any sources used should be cited in APA format.
.
According to DSM 5 This patient had very many symptoms that sugg.docxmakdul
According to DSM 5 This patient had very many symptoms that suggested Major Depressive Disorder.
Objective(s)
Analyze psychometric properties of assessment tools
Evaluate appropriate use of assessment tools in psychotherapy
Compare assessment tools used in psychotherapy
.
Acceptable concerts include professional orchestras, soloists, jazz,.docxmakdul
Acceptable concerts include professional orchestras, soloists, jazz, Broadway musicals and instrumental or vocal ensembles, and comparable college or community groups performing music relevant to the content of this class. (Optionally, either your concert report
or
your concert review - but not both unless advance permission is given - may be based on a concert of non-western music selected from events on the concert list.)
Acceptable concerts include the following:
• Symphony orchestras • Concert bands and wind ensembles • Chamber Music (string quartets, brass and woodwind quintets, etc.) • Solo recitals (piano, voice, etc.) • Choral concerts • Early music concerts • Non-western music • Some jazz concerts • Opera• Broadway Musicals• Flamenco• Ballet• Tango
Assignment Format
The following are required on the concert review assignment and, thus, may affect your grade.
• Must be typed• Must be double-spaced• Must be between
2 and 4 pages
in length
not including the cover sheet
.• Must use conventional size and formatting of text - e.g. 10-12 point serif or sans serif fonts with normal margins. • Must include the printed program from the concert and/or your ticket stubs. Photocopies are unacceptable. (Contact me at least 24 hours before due date if any materials are unavailable.)• All materials (text, program, ticket stub) must be
stapled
together securely. Folded corners, paper clips, etc. instead of staples will not be accepted.• Careful editing, proofreading, and spelling are expected, although minor errors will not affect your grade.
Papers that do not follow these format guidelines may be returned for resubmission, and late penalties will apply.
Concert Review Assignment Content
I. Cover Sheet:
Include the following on a cover sheet attached to the front of your review:
• Title or other description of the event/performers you heard, along with the date and location of the performance. For example:
New World Symphony Orchestra
1258 Lincoln Road
Saturday, June 5, 2013
Lincoln Road Theater, Miami Beach
• Your name, assignment submission date, course. For example:
Pat Romero
October 31, 2013
Humanities 1020 MWF 8:05 a.m.
II. Descriptions
The main body of the concert review should include brief discussions of
three of the
pieces
in the concert you attend. In most cases, a single paragraph for each piece should be sufficient, although you may wish to break descriptions of longer pieces into separate short paragraphs, one per movement.
Your description of each piece (song) should include:
• The title of the piece and the composer's name if possible, as listed in the concert program.• A brief description of your reaction to the piece. For example:
When the piece started I thought it was going to be slow and boring, but the faster section in the first movement made it more exciting. A really great flute solo full of fast and high notes in the third movement caught my attention. I'm not sure, but I thought that som.
ACA was passed in 2010, under the presidency of Barack Obama. Pr.docxmakdul
ACA was passed in 2010, under the presidency of Barack Obama. Prior to this new act, there were plenty of votes that did not agree with the notion of accessible insurance. Before 2010, The private sector had been given coverage in such a way that Milstead and Short (2019) called it sickness insurance; meaning companies will risk incurring medical expenses as long as it was balanced by healthy people. They were doing so by excluding people that had pre-existing conditions, becoming a very solvent business (Milstead & Short, 2019). After ACA was passed that was no longer the case. When President Trump came into term he did so by bringing his own healthcare agenda, which attempted to repeal ACA, but ultimately failed to come up with a replacement.
In 2016, the Republican's party platform was to repeal ACA, while continuing Medicare and Medicaid, but on the other hand, democrats put down that Obamacare is a step towards the goals of universal health care, and that this was just the beginning (Physicians for a National Health Program, n.d.). As for the cost analysis of repealing the Affordable Care Act, this would increase the number of uninsured people by 23 million, and it will cost about 350 billion through 2027, as well as creating costly coverage provisions to replace it (Committee for a Responsible Federal Budget, 2017).
(2 references required)
.
Access the FASB website. Once you login, click the FASB Accounting S.docxmakdul
Access the FASB website. Once you login, click the FASB Accounting Standards Codification link. Review the materials in the FASB Codification, especially the links on the left side column. Next, write a 1-page memo to a friend introducing and explaining this new accounting research resource that you have found. Provide at least one APA citation to the FASB Codification and reference that citation using the APA guidelines.
.
Academic Paper Overview This performance task was intended to asse.docxmakdul
Academic Paper Overview This performance task was intended to assess students’ ability to conduct scholarly and responsible research and articulate an evidence-based argument that clearly communicates the conclusion, solution, or answer to their stated research question. More specifically, this performance task was intended to assess students’ ability to: • Generate a focused research question that is situated within or connected to a larger scholarly context or community; • Explore relationships between and among multiple works representing multiple perspectives within the scholarly literature related to the topic of inquiry; • Articulate what approach, method, or process they have chosen to use to address their research question, why they have chosen that approach to answering their question, and how they employed it; • Develop and present their own argument, conclusion, or new understanding while acknowledging its limitations and discussing implications; • Support their conclusion through the compilation, use, and synthesis of relevant and significant evidence generated by their research; • Use organizational and design elements to effectively convey the paper’s message; • Consistently and accurately cite, attribute, and integrate the knowledge and work of others, while distinguishing between their voice and that of others; and • Generate a paper in which word choice and syntax enhance communication by adhering to established conventions of grammar, usage, and mechanics.
.
Academic Research Team Project PaperCOVID-19 Open Research Datas.docxmakdul
Academic Research Team Project Paper
COVID-19 Open Research Dataset Challenge (CORD-19)
An AI challenge with AI2, CZI, MSR, Georgetown, NIH & The White House
(1) FULL-LENGTH PROJECT
Dataset Description
In response to the COVID-19 pandemic, the White House and a coalition of leading research groups have prepared the COVID-19 Open Research Dataset (CORD-19). CORD-19 is a resource of over 44,000 scholarly articles, including over 29,000 with full text, about COVID-19, SARS-CoV-2, and related corona viruses. This freely available dataset is provided to the global research community to apply recent advances in natural language processing and other AI techniques to generate new insights in support of the ongoing fight against this infectious disease. There is a growing urgency for these approaches because of the rapid acceleration in new coronavirus literature, making it difficult for the medical research community to keep up.
Call to Action
We are issuing a call to action to the world's artificial intelligence experts to develop text and data mining tools that can help the medical community develop answers to high priority scientific questions. The CORD-19 dataset represents the most extensive machine-readable coronavirus literature collection available for data mining to date. This allows the worldwide AI research community the opportunity to apply text and data mining approaches to find answers to questions within, and connect insights across, this content in support of the ongoing COVID-19 response efforts worldwide. There is a growing urgency for these approaches because of the rapid increase in coronavirus literature, making it difficult for the medical community to keep up.
A list of our initial key questions can be found under the
Tasks
section of this dataset. These key scientific questions are drawn from the NASEM’s SCIED (National Academies of Sciences, Engineering, and Medicine’s Standing Committee on Emerging Infectious Diseases and 21st Century Health Threats)
research topics
and the World Health Organization’s
R&D Blueprint
for COVID-19.
Many of these questions are suitable for text mining, and we encourage researchers to develop text mining tools to provide insights on these questions.
In this project, you will follow your own interests to create a portfolio worthy single-frame viz or multi-frame data story that will be shared in your presentation. You will use all the skills taught in this course to complete this project step-by-step, with guidance from your instructors along the way. You will first create a project proposal to identify your goals for the project, including the question you wish to answer or explore with data. You will then find data that will provide the information you are seeking. You will then import that data into Tableau and prepare it for analysis. Next, you will create a dashboard that will allow you to explore the data in-depth and identify meaningful insights. You will then give structure .
AbstractVoice over Internet Protocol (VoIP) is an advanced t.docxmakdul
Abstract
Voice over Internet Protocol (VoIP) is an advanced telecommunication technology which transfers the voice/video over
high speed network that provides advantages of flexibility, reliability and cost efficient advanced telecommunication
features. Still the issues related to security are averting many organizations to accept VoIP cloud environment due to
security threats, holes or vulnerabilities. So, the novel secured framework is absolutely necessary to prevent all kind of
VoIP security issues. This paper points out the existing VoIP cloud architecture and various security attacks and issues
in the existing framework. It also presents the defense mechanisms to prevent the attacks and proposes a new security
framework called Intrusion Prevention System (IPS) using video watermarking and extraction technique and Liveness
Voice Detection (LVD) technique with biometric features such as face and voice. IPSs updated with new LVD features
protect the VoIP services not only from attacks but also from misuses.
A Comprehensive Survey of Security Issues and
Defense Framework for VoIP Cloud
Ashutosh Satapathy* and L. M. Jenila Livingston
School of Computing Science and Engineering, VIT University, Chennai - 600127, Tamil Nadu, India;
[email protected], [email protected]
Keywords: Defense Mechanisms, Liveness Voice Detection, VoIP Cloud, Voice over Internet Protocol, VoIP Security Issues
1. Introduction
The rapid progress of VoIP over traditional services is
led to a situation that is common to many innovations
and new technologies such as VoIP cloud and peer to
peer services like Skype, Google Hangout etc. VoIP is the
technology that supports sending voice (and video) over
an Internet protocol-based network1,2. This is completely
different than the public circuit-switched telephone net-
work. Circuit switching network allocates resources to
each individual call and path is permanent throughout
the call from start to end. Traditional telephony services
are provided by the protocols/components such as SS7, T
carriers, Plain Old Telephone Service (POTS), the Public
Switch Telephone Network (PSTN), dial up, local loops
and anything under International Telecommunication
Union. IP networks are based on packet switching and
each packet follows different path, has its own header and
is forwarded separately by routers. VoIP network can be
constructed in various ways by using both proprietary
protocols and protocols based on open standards.
1.1 VoIP Layer Architecture
VoIP communication system typically consist of a front
end platform (soft-phone, PBX, gateway, call manager),
back end platform (server, CPU, storage, memory, net-
work) and intermediate platforms such as VoIP protocols,
database, authentication server, web server, operating sys-
tems etc. It is mainly divided into five layers as shown in
Figure1.
1.2 VoIP Cloud Architecture
VoIP cloud is the framework for delivering telephony
services in which resourc.
Abstract
Structure of Abstract
Background on the problem
purpose/objective of the study
Method used
Interpretation of results
Conclusion&Recommendation for future research
.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Instructions for Submissions thorugh G- Classroom.pptx
Read the article Adult Education and the Social Media Revolution,.docx
1. Read the article “Adult Education and the Social Media
Revolution,” available in the eReserves section of the
classroom. Pay particular attention to the references these
authors make to the works of others. Every citation within this
article is essentially a head nod to other authors who have
written about the same or similar topics. Were they all in the
same room, you could imagine the authors of this article
pointing to or calling out those other authors while speaking.
This is what we mean when we refer to research and writing as
one big conversation, with all of the participants listening and
responding to one another.
In a discussion post, point to an example from this article and
explain how the authors do one of the following:
· refer to another work in order to give legitimacy to their own
point;
· refer to another work in order to build upon the ideas of
others; or
· refer to another work in order to challenge that work.
If you select "refer to another work in order to give legitimacy
to their own point," first describe what the authors' point is,
then describe how the cited article supports that point.
If you select "refer to another work in order to build upon the
ideas of others," first describe what the ideas are, then describe
how the authors build upon those ideas.
If you select "refer to another work in order to challenge that
work", first describe what is being challenged, then describe
how the authors are challenging the cited work.
By Marvin LeNoue, Tom Hall,
Myron A. Eighmy
2. Marvin LeNoue is an ABD doctoral
candidate in Occupational and Adult
Education at North Dakota State
University, Fargo, ND. He is currently
serving as an instructor at the University
of Oregon American English Institute,
Eugene, OR. His research interests
include technology-enhanced education
delivery and the use of educational
social software.
(Email: [email protected])
Tom Hall has an Ed. D. in Adult and
Higher Education from the University
of South Dakota. He is currently
serving as an Assistant Professor in the
Educational Leadership Program at
North Dakota State University, Fargo,
ND. His research interests include
adult education in the 21st Century, the
impact of different generational cohorts
in today's workplace, and community
education in rural America.
(Email: thomas.e. [email protected] edu)
Myron A. Eighmy is a professor and
program coordinator for the Education
Doctoral Program at North Dakota State
University. Research interests include
alternative delivery modes, learning
communities, and graduate student
self-efficacy.
(Email: [email protected])
Adult Education and the
Social Media Revolution
3. The advent of Web 2.0 and the spread of social software tools
havecreated new and exciting opportunities for designers of
digitally-medi-
ated education programs for adults. Whether working in fully
online, blended,
or face-to-face learning contexts, instructors may now access
technologies that
allow students and faculty to engage in cooperative and
collaborative learning
despite being separated in space and time. By supporting the use
of interactive
methods and multi-media materials, social software offers
educators more ways
to engage learners than any preceding educational technology.
Social software
also empowers curriculum designers to more effectively
accommodate many
of the core principles of adult learning than was possible with
earlier e-learning
technologies. This article offers a basic introduction to some
new possibilities
in the design and delivery of digitally-mediated education, and
an overview of
the compatibility between the capabilities of social software and
the principles
of adult education.
Digitally Mediated Learning
Self-directed learning is largely unconstrained in terms of time
and
location and has traditionally been a primary affordance of
distance education
(Holmberg, 1995). From its inception, distance education has
been marketed
4. as a solution for adults whose occupational, social, and/or
family commitments
limit their ability to pursue educational goals (Holmberg). In
the decades since
the 1970s, demand for distance programs has increased as the
globalization
of national economies creates a competitive atmosphere that
drives people to
become life-long learners in order to be successful in the
workplace (Merriam,
Caffarella, & Baumgartner, 2007).
For many people, the term distance education now conjures up
images of
computers, the Internet, and online learning. In fact, with
advances in mobile
technology, the delineation between computers and various
other electronic
devices (e.g. mobile phones, music players, personal digital
assistants, digital
tablets) is blurring, and what was once termed e-learning or
computer-mediated
learning has become more commonly referred to as digitally
mediated learning
(DML). This term implies that a medium for learning is
provided by digital
technology of some sort, and that interaction between
participants and between
participants and learning materials is not direct but rather
carried out through
the technology (Grudin, 2000). The use of networked devices,
local networks,
and the Internet is a key facet of DML, and online networked
technologies
are the delivery systems of choice for distance education
offerings (Allen &
5. Seaman, 2006).
The accessibility and convenience of online DML is positioning
the online
environment as the primary context for adult/post-secondary
education and
training in general (Allen & Seaman, 2007; Kim & Bonk, 2006;
McLoughlin
& Lee, 2007). A Sloan Foundation study of more than 2,500
colleges and
universities found online enrollments growing substantially
faster than overall
higher education enrollment, and the 17% growth rate in online
enrollments
A 4 Adult Learning
far exceeds the 1.2% growth rate in the overall higher
education population (Allen & Seaman, 2010). Allen and
Seaman classified an online course as one in which more
than 80% of content is delivered online and reported that
over 4.6 million students were taking such courses during
the fall 2008 term.
Whether working in fully online, blended, or face-
to-face learning contexts, instructors may now
access technologies that allow students and
faculty to engage in cooperative and collaborative
learning despite being separated in space and
time.
There has also been a trend toward the use of blended
learning or approaches that combine online and face-to-
face delivery modes. As part of efforts to enrich students'
6. learning experience, maximize efficiencies in time and
facilities use, and enhance program marketability, many
institutions are increasing their offerings of blended
courses (Mossavar-Rahmani & Larson-Daugherty, 2007).
This method is becoming increasingly common in K-12,
higher education, corporate, healthcare, and governmental
training settings (Allen, Seaman, & Garrett, 2007; Bonk,
Kim, & Zeng, 2005; Watson, 2008). The overall result is a
blurring of the boundaries between traditional classifica-
tions of instructional approaches. Palloff and Pratt (2007)
comment on the changes that digitally-mediated delivery
has wrought on our definition of distance learning:
Today we know that distance learning takes
several forms, including fully online courses,
hybrid or blended courses that contain some face-
to-face contact time in combination with online
delivery, and technology-enhanced courses,
which meet predominantly face-to-face but in-
corporate elements of technology into the course,
(p. 3)
A future is visible in which schooling is dominated by
delivery models that feature multiple instructional modes
fluidly combined within the affordances of technology-
enhanced delivery and interaction (Bonk, 2009; Kim &
Bonk, 2006). The scalability of these delivery models
allows for the design of courses that can accommodate
larger numbers of participants than has ever been possible
in the past (Siemens & Downes, 2008). As experience with
the operation of mega-universities demonstrates, these
models combine human, technological, and organizational
I
aspects in a powerful way (Daniel, 2003). Technology-
7. enhanced delivery revolutionizes education by offering
greatly expanded access to quality educational resources
delivered at a much lower per-student cost (Daniel, 2003;
Jung, 2005).
The Social Media Revolution
Designers of online education have tended
toward an emphasis on constructivist models
of education, with a focus on skills considered
to be essential in a knowledge-based economy,
including knowledge construction, problem-
solving, collaborative learning, critical thinking,
and autonomous learning (Bates, 2008; Sanchez,
2003). There is a need for delivery systems that
can maximize learner independence and freedom
by supporting open-enrollment and self-paced
learning while providing the capabilities for com-
munication and collaboration demanded by constructivist
pedagogies (Anderson, 2005).
Learning management systems (LMS) that integrate
geographically dispersed learners in asynchronous educa-
tional interactions have been widely available for several
years. However, they tend to be institution- and content-
centric, lacking in support for the affordances that lead
to the establishment of flattened communication networks
and collaborative information flows (Dalsgaard, 2006;
Siemens, 2004), An LMS is well suited for managing
student enrollment, exams, assignments, course descrip-
tions, lesson plans, messages, syllabi, and basic course
materials. However, these systems are developed for
the management and delivery of learning, not for sup-
porting the self-governed and problem-based activities
of students. Therefore, an LMS does not easily support
8. a social constructivist approach to digitally-mediated
learning. It is necessary to move beyond learning man-
agement systems to engage students in active use of the
web itself as a resource in self-governed, problem-based
and collaborative activities (Dalsgaard, 2006).
Web 2.0 technology can facilitate this move. This tech-
nology consists of Internet applications (small software
tools that can deliver active and interactive content to
a browser window) that support interaction between
mobile devices and the Internet, and allow interactivity
between the user, the web, and the tool itself (O'Reilly,
2005). These applications have provided Internet users
with the ability to easily create, contribute, communicate,
and collaborate in the online environment without need
for specialized programming knowledge. Applications of
this type have become known as social media or social
software. Comprised of a suite of tools that can support
5 A
learner choice and self-direction (McLoughlin & Lee,
2007), social software can be used to create open-ended
learning environments that provide multiple possibilities
for activities, and surround the student with different
tools and resources which support the problem-solving
process (Dalsgaard, 2006; Land & Hannafin, 1996).
Anderson (2008) referred to social software technology
as a new genre of distance education software emerging
from the intersection between earlier technologies that
generally support delivery and engagement with content,
and new interactive technologies that support multimodal
digitally-mediated human communication.
9. Social software can "create opportunities for radically
new conceptions of independence and collaboration in
distance education" (Anderson, 2008, p. 169).
Social software takes many forms, encompassing but
not limited to (a) groupware, (b) internet forums, (c) online
communities, (d) RSS feeds, (e) wikis, (f) tag-based folk-
sonomies, (g) podcasts, (h) e-mail, (i) weblogs, (j) virtual
worlds, (k) social network sites, (1) instant messaging,
texting, and microblogging; (m) peer-to-peer media-shar-
ing technologies, and (n) networked gaming (boyd, 2008;
Greenhow, Robelia, & Hughes, 2009; McLoughlin & Lee,
2007). Well-known applications include Google Groups,
Wikipedia, MySpace, Facebook, YouTube, Second Life,
Flickr, and Twitter. The use of social software centers on
contacts between people (Shirky, 2003). Social software
supports fluid interaction among people, and between
people and data, that may lead to the creation of user-
generated online content (boyd, 2007).
Among social media, social network sites (SNS)
are particularly useful in digitally-mediated education
delivery. SNS are defined by boyd & Ellison (2007) as
web-based services that allow individuals to (a) construct
a public or semi-public profile within a bounded system,
(b) articulate a list (network) of other users with whom
they share a connection, and (c) view and traverse their
list of connections and those made by others within
the system. Although SNS users may be able to meet
strangers online and make connections that would not
have been made otherwise, this networking function is
not the primary feature of these sites. The unique aspect
of an SNS is that it allows users to articulate and make
visible their social networks (boyd & Ellison, 2007).
In educational contexts, articulation and visibility may
recede in importance, giving way to other common SNS
10. features including (a) a suite of associated social media
tools that support interaction, communication, and col-
laboration, (b) provisions for the storage and display of
audio and video media, and (c) hosting for customizable
personal profile pages that support the establishment and
maintenance of individual presence in the online learning
environment. A well-designed SNS offers course partici-
pants multi-modal and multi-media communication and
content delivery capabilities that facilitate and stimulate
broad and dense interaction patterns, collaborative in-
formation discovery and processing, and multiple-style
learning opportunities.
Andragogy and the Internet Age
An array of technological media can be an ideal
educational tool when correctly deployed within effective
instructional designs. However, instructors working in
technology-enhanced learning environments must under-
stand that it does not replace good teaching (Stammen &
Schmidt, 2001). To maximize learning, instructors must
be able to accommodate the needs of a student population
that is becoming more and more diverse due to factors
including increased access to learning, lifelong learning
pursuits, recertification needs, immigration, longer
life spans, and better course marketing (Bonk, 2009),
Instructors also need to be equipped to meet the demands
of teaching in an age when "the Internet is, inexorably,
becoming the dominant infrastructure for knowledge -
both as a container and as a global platform for knowledge
exchange between people" (Tapscott & Williams, 2010,
para. 6).
Trainers and educators today will encounter cohorts
of learners who have come of age in the presence of the
11. Internet. They make up what Tapscott (1999) termed as
the net generation, and are "forcing a change in the model
of pedagogy, from a teacher-focused approach based on
instruction to a student-focused model based on collabo-
ration" (Tapscott, 2009, p. 11). Students today want to
participate in the learning process; they look for greater
autonomy, connectivity and socio-experiential learning,
have a need to control their environments, and are used
to instant connectivity and easy access to the staggering
amount of content and knowledge available at their fin-
gertips (Johnson, Levine, & Smith, 2009; McLoughlin &
Lee, 2007; Oblinger, 2008; Tapscott, 2009).
A world increasingly characterized by high digital
connectivity and a need for life-long, demand-driven
learning calls for the development of andragogies
(Knowles, 1980) specialized to DML environments. In
a context of limitless access to information, instructors
must take on the role of guides, context providers, and
quality controllers while simultaneously helping students
make their own contributions to content and evaluations
of the learning experience (Prensky, 2009). Palloff and
Pratt (2007) note that "In effective online learning, the in-
structor acts as a facilitator, encouraging students to take
A 6 Adult Learning
charge of their own learning process" (p. 125). Quality
online instruction will include learners as active partici-
pants or co-producers rather than passive consumers of in-
structional content, and frame learning as a participatory,
social process intended to support personal life goals and
needs (McLoughlin & Lee, 2007; Tapscott & Williams,
2010).
12. Social Software and Adult Education
The ideals of quality online education as noted
above can be seen to mesh well with the basic principles
of effective adult education. Drawing on the work of
Knowles (1980), Knowles, Holton, and Swanson (2005),
Tough (1979), Mezirow (1991 ), and MacKeracher (2004),
some of the primary principles of adult education can be
summarized:
• Adults develop readiness to learn as they experience
needs and interests within their life situations.
• Adult learners in general are autonomous individuals
capable of identifying their personal learning needs
and planning, carrying out, and assessing learning
activities.
• Adults have a need to be self-directing in their
learning processes.
• In adult education, the teacher should be positioned
as a facilitator engaged in a process of mutual
inquiry rather than as a transmitter of knowledge.
• Relationships and collaborations with others make
important contributions to the adult learning process.
• Adults learn throughout their lifetime and engage in
many informal learning projects outside of educa-
tional institutions and programs.
• Individual differences among people increase with
age; therefore, adult education must make optimal
provision for differences in style, time, and pace of
13. learning.
• Adults bring life experience and prior learning
to bear on current learning projects.
"As individuals mature, their need and capacity to
be self-directing, to use their experience in learning, to
identify their own readiness to learn, and to organize
their learning around life problems increases steadily"
(Knowles et al., 2005, p. 62). Adults learn most effectively
when new knowledge, understandings, skills, values, and
attitudes are presented in the context of application to
real-life situations (Knowles et al.). Thus, the problem-
based, constructivist, collaborative approaches to learning
that have become prevalent in online education delivery
are suitable to adult learning styles (Knowles et al.;
Merriam et al., 2007; Palloff & Pratt, 2003; Täte, 2004).
Adults generally adapt well to active roles as co-creators
of the instructional process; they learn best when they
(a) have a role in selecting content and developing the
learning experience, and (b) are able to build immediate
relevance between learning activities and the necessities
of their daily lives (Knowles, 1980; Täte, 2004).
Open-ended learning environments built on the af-
fordances of the Web itself allow for self-direction and
individualized adaptation/creation of content and in-
struction, while social software use is often centered on
collaboration. For an example, social bookmarking and
tagging tools like Delicious allow learners to develop
and share personalized resource sets, while tools such as
Google Docs, Wikispaces, and VoiceThread are expressly
designed to support collaborative work by allowing
multiple users to work together either synchronously or
asynchronously in the creation of text documents, slide-
14. shows, spreadsheets, and audio/video productions.
For adults, learning is an interactive phenomenon,
not an isolated internal process (Jarvis, 2006). Adult
learners generally value learning as a way to meet a
need for associations and friendships. They need regular
feedback from peers and instructors, and readily involve
others in their learning projects (Billington, 1996; Lieb,
1991; Merriam et al., 2007; Zemke & Zemke, 1984).
Connection, interaction, and dialogue can be considered
crucial elements of the adult learning context. These
are also primary aspects of community membership,
implying that adult learners are predisposed to favor work
and study as members of a community. It is now clear
that learners build and maintain communities of learning
in online environments by engaging in many of the
processes and behaviors associated with offline commu-
nities (Haythornthwaite, Kazmer, Robins, & Shoemaker,
2004; Kazmer, 2000). These processes and behaviors
include (a) sharing common meeting places and histories
(e.g. course discussion boards or chat rooms), (b) support-
ing common goals and commitment to the purposes of
the community, (c) establishing identity and membership
markers and rituals, (d) taking positions iñ hierarchies of
expertise, and (e) socially constructing rules and behaviors
(Haythornthwaite et al., 2004).
Ongoing interaction is the foundational theme
underlying all of these community-building behaviors.
The media chosen by instructors as the main means
of contact for the class will play the dominant role in
establishing and shaping the interactions among all
class members (Haythornthwaite & Bregman, 2004).
Successful course designs for adult online learning will
deploy tools and activities that facilitate and encourage
interaction (Billington, 1996; Hill, 2001). To this end, a
15. class social network site built on a platform such as Ning,
7 A
ELGG, or Social Media Classroom, can provide a virtual
community space where participants can meet and take
part in various formal and informal interactions centered
on shared learning objectives. This type of social space
can be a positive component of an online course (Palloff
& Pratt, 2003), and can encourage the development of the
object-centered social structures (Engstrom, 2005) that
arise naturally around the content, activities, and learning
objectives that constitute the commonalities shared by
course participants. Along with providing personal profile
pages that afford the establishment of emotional and
cognitive presence in the online environment (Dalsgaard,
2008; Garrison & Anderson, 2003; Rovai, Ponton, &
Baker, 2008), an SNS will commonly include useful com-
munication tools such as chat rooms, discussion boards,
support for blogging, and private messaging capabilities,
all of which empower extensive interaction.
A varied set of presentation tools can support dense
interaction, and allow participants to establish what
Haythomthwaite and Bregman (2004) referred to as
visibility in the online learning environment. From the
available means of communication, participants must
choose the mediums through which they will present
themselves to others in the community. More options
mean more opportunities for all participants. According
to Haythomthwaite & Bregman (2004), it is "important
when supporting collaborative activity to provide multiple
means of communication so that individuals and subgroups
within the full set of participants can use means that suit
16. their needs and preferences" (p. 137). Adult learners have
fully-developed personas, and are facile and diverse in
their use of self-expression to negotiate social interactions
(Knowles, 1980; Merriam et al., 2007). They will readily
make use of alternative modes of individual expression
including choice in the design of personal pages or spaces,
the ability to produce and display digital photographs and
art forms, the capability to play and share music, and so
forth. Instructors must also go beyond text to make use
of all available tools and delivery modalities as appropri-
ate to content and context. Meeting the requirement for
providing a diverse set of tools for expression, communi-
cation, and content delivery will help ensure a successful
experience for adult online learners.
Informal learning happens naturally in numerous
and varied places in the lives of adults as they engage
in a wide variety of activities to satisfy needs or provide
solutions in everyday life (Merriam et al., 2007). Adults
are capable of independently choosing and constructing
their own learning experiences in whole or part, and often
prefer to do so (Knowles et al., 2005; Zemke & Zemke,
1984). They are self-motivated to engage in the learning
process to the extent that the learning will help them
perform tasks or deal with problems that they confront in
their life situations (Knowles et al., 2005). Therefore, in-
structional designs for digitally-mediated learning should
exploit the adult propensity for self-directed informal
learning. This can be accomplished by offering dynamic
learning environments where students may go beyond
content presented by the instructor to explore, interact
with, comment on, modify, and apply the set content and
additional content they discover or create through the
learning process (Reynard, 2007).
17. Dynamic learning environments can be constructed
from suites of social software tools by instructors
working within the Personal Learning Environment
(PLE) paradigm. In general, PLEs are digitally-mediated
front-ends, or what may be thought of as dash-boards or
homepages, that serve as organizers and access points
through which students interact with an online informa-
tion cloud that offers nearly infinite resources for knowl-
edge-building and training of all sorts. Workable PLEs
can be built upon individual participant profile pages on a
class social network site, or around blogs/web pages such
as those offered by Word Press or Blogger. Another pos-
sibility is the use of the online portfolio concept, as with
Digication, online educational software that combines
elements of e-Portfolios and learning networks.
An important characteristic of mature learners is the
wealth of life experience that they bring to the learning
process (Knowles, 1980; Knowles et al., 2005; Merriam et
al., 2007). While this experience is the richest resource for
their learning, it is also a source of mental habits, biases,
and presuppositions that tend to make it difficult for adults
to open up to new ideas, fresh perceptions, and alternative
ways of thinking (Knowles et al.). Mature learners may
be resistant to the use of new technologies. They may also
simply lack experience, skill, or access. Even younger
students, those generalized as the net generation, should
not be presumed to be fluent in the tools and techniques
needed to take advantage of social software-powered
online learning (Vaidhyanathan, 2008). Although many
desirable social software tools are very easy to learn and
use, instructors must be ready with systems of support and
plans for scaffolding that will help all course participants
get the maximum benefit from the learning opportunities
being presented. While this may initially seem to be a
substantial downside to deploying these new online tools,
18. any negative effect is easily outweighed by the secondary
learning represented by gaining proficiency in the use of
the technology tools that are becoming prominent and
permanent fixtures in modem life.
As an indication of their accessibility, consider the
A 8 Adutt Learning
fact that social software tools have literally swept over
the online world, in the span of a few short years coming
into worldwide use by hundreds of millions of people of
all ages. This is a phenomenon of deep import for the way
people live, learn, and work. The power of social software
is concisely reflected in boyd's (2008) comment that it
has "affected how people interact with one another and,
thus, it has the potential to alter how society is organized"
(p. 93). In net-infused societies, new communities are
being created that are native to the new social software
technologies. Accessing these new communities requires
a new form of online education in which educators are
challenged to create and sustain learning opportunities
that leverage the learning affordances speciflc to the
technologies upon which these communities are built
(Anderson, 2008).
Conclusion
Technology now offers the potential for customiza-
tion of the learning process to the needs of each student
(Reynard, 2007) and for accommodation of any adult
learning style. The course interface in an internet-based
class is a portal to a literally inñnite expanse of material
and opportunities, and a correctly designed course will
19. leverage this fact by including a variety of elements that
mix formal, informal, and information-based models of
learning (Palloff & Pratt, 2007; Russell, 1999). Social
software tools empower students and instructors to
interact with, and within, the online environment, and
efflciently use and beneflt from the wealth of resources
available in that environment. The flexibility and adapt-
ability of social software applications are driving new
paradigms in digitally mediated education delivery and
have the potential to support organized approaches to
life-long learning.
Teaching in a digital world calls for expansion of the
vision of andragogy. In this new vision, learners actively
create their own learning process rather than passively
consume content, and realize learning as a participatory,
life-long social process embarked upon in support of in-
dividual goals and needs (McLoughlin & Lee, 2007). The
use of social software applications in digitally-mediated
education delivery encourages collaboration, while sup-
porting self-direction and individuation. In contrast to
standard content management systems that are teacher/
institution centric and emphasize content handling and
two-way communication (Siemens, 2004), social software
offers increased opportunities for interactivity and a dis-
tributed web of communication paths. In this way, social
software fosters interaction, a sense of community, and
group motivation. Connection and dialogue are supported.
offering the potential for transformation and lifelong
competence development (Marenzi, Demidova, Nejdl,
Olmedilla, & Zerr, 2008). Transformation and lifelong
learning are core ideals of the practice of adult education.
Proper use of Web 2.0 technologies and social media can
contribute to the achievement of these ideals in the design
and delivery of digitally-mediated adult learning.
20. References
Allen, I. E., & Seaman, J. (2006, November). Making the
grade: Online education in the United States, 2006.
Needham, MA: Sloan-C. Retrieved December 9,
2010, from http://sloanconsortium.org/publications/
survey/index, asp
Allen, I. E., & Seaman, J. (2007, October). Online
nation: Five years of growth in online learning.
Retrieved December 9, 2010, from http://sloancon-
sortium.org/publications/survey/index.asp
Allen, I. E., & Seaman, J. (2010, January). Learning
on demand: Online education in the United States,
2009. Retrieved December 9, 2010, from http://
sloanconsortium.org/publications/survey/index.asp
Allen, I. E., Seaman, J., & Garrett, R. (2007, March).
Blending in: The extent and promise of blended
education in the United States. Retrieved December
9, 2010, from http://sloanconsortium.org/publica-
tions/survey/i ndex. asp
Anderson, T (2005). Distance learning - social
software's killer ap? Retrieved December 9, 2010,
from http://auspace.athabascau.ca:8O8O/dspace/
handle/2149/2328
Anderson, T. (2008). Social software technologies in
distance education: Maximizing learning freedoms.
In T. Evans, M. Haughey, & D. Murphy (Eds.),
International handbook of distance education
(pp. 167-184 ).West Anglia, UK: Emerald Group
Publishing.
21. Bates, T. (2008). Transforming distance education
through new technologies. In T. Evans, M. Haughey,
& D. Murphy (Eds.), International handbook of
distance education (pp. 217-235 ). West Anglia, UK:
Emerald Group Publishing Limited.
Billington, D. D. (1996). Seven characteristics of
highly effective adult learning programs. Retrieved
December 9, 2010, from www.uwex.edu/erc//Word/
SevenCharacteri sties .doc
Bonk, C. J. (2009). The world is open: How technology
is revolutionizing education. San Francisco, CA:
Jossey-Bass.
9 A
Bonk, C , Kim, K., & Zeng, T (2005). Future direc-
tions of blended learning in higher education and
workplace learning settings. In P. Kommers & G.
Richards (Eds.), Proceedings of World Conference
on Educational Multimedia, Hypermedia and
Telecommunications 2005 (pp. 3644-3649),
Chesapeake, VA: AACE. Retrieved December 9,
2010, from http://www.editlib.Org/p/20646
boyd, d. (2007), The significance of social software.
Retrieved December 9, 2010, from http://www.
danah.org/papers/
boyd, d. (2008). Taken out of context: American teen
sociality in networked publics. Unpublished doctoral
dissertation. University of California-Berkeley,
22. School of Information. Retrieved December 9, 2010,
from http://www.danah.org/papers/
boyd, d. m., & Ellison, N. B. (2007). Social network
sites: Definition, history, and scholarship. Journal
of Computer-Mediated Communication, 13{).
Retrieved December 9, 2010, from http://jcmc.
indiana.edu/voll3/issuel/boyd.ellison.html
Dalsgaard, C. (2006, December 7), Social software:
E-Iearning beyond learning management sys-
tems. European Journal of Open, Distance and
E-Learning. Retrieved December 9, 2010, from
http://www.eurodl.org
Dalsgaard, C. (2008, June). Social networking sites:
Transparency in online education. ENUIS 2008
Proceedings, Arhus, Denmark, June 24-27, 2008.
Retrieved December 9, 2010, from http://eunis.dk/
papers/p41.pdf
Daniel, J. S. (2003, November). Mega-universities =
Mega-impact on access, cost and quality. Keynote
address presented at the Eirst Summit of Mega-
universities, Shanghai, PRC. Retrieved December 9,
2010, from http://portal.unesco.org
Engstrom, J. (2005, April 13). Why some social network
services work and others don't- Or: the case for
object-centered sociality [blog post]. Retrieved
June 30, 2010, from http://www.zengestrom.com/
blog/2005/04/why_some_social.html
Garrison, D. R., & Anderson, T. (2003). E-learning in
the 21st century [Questia Media online version].
Retrieved December 9, 2010, from http://www.
23. questia.com/Index.jsp
Greenhow, C , Robelia, B., & Hughes, J. E. (2009).
Learning, teaching, and scholarship in a digital age:
Web 2.0 and classroom research: What path should
we take novjl Educational Researcher, 38{A), 246-
259. doi: 10.3102/0013189X09336671
Grudin, J. (2000). Digitally mediated interaction:
Technology and the urge system. In G. Hatano, N.
Okada & H. Tanabe (Eds.), Affective minds: The
13th Toyota Conference (pp. 159-167). Amsterdam,
The Netherlands: Elsevier Science B. V.
Haythornthwaite, C , & Bregman, A. (2004).
Affordances of persistent conversation: Promoting
communities that work. In C. Haythornthwaite & M.
M. Kazmer (Eds.), Learning, culture, and commu-
nity in online education: Research and practice (pp.
129-143). New York, NY: Peter Lang Publishing.
Haythornthwaite, C , Kazmer, M. M., Robins, J., &
Shoemaker, S. (2004). Community development
among distance learners: Temporal and technologi-
cal dimensions. In C. Haythornthwaite & M. M.
Kazmer (Eds.), Learning, culture, and community in
online education: Research and practice (pp. 35-57).
New York, NY: Peter Lang Publishing.
Hill, J. R. (2001). Building community in web-based
learning environments: Strategies and techniques.
Retrieved December 9, 2010, from http://ausweb.
scu.edu.au/awOl/papers/refereed/hill/paper.html
Holmberg, B. (1995). Theory and practice of distance
education. New York, NY: Routledge.
24. Jarvis, P. (2006). Towards a comprehensive theory of
human learning. New York, NY: Routledge/Falmer
Près.
Johnson, L., Levine, A., & Smith, R. (2009). The 2009
Horizon Report. Retrieved December 9, 2010, from
http://www.nmc.org/publications/2009-horizon-
report Perspectives on distance education: Lifelong
learning and distance higher education (pp. 79-95).
Retrieved December 9, 2010, from http://unesdoc.
unesco.org/images/0014/001412/141218e.pdf
Kazmer, M. M. (2000). Coping in a distance environ-
ment: Sitcoms, chocolate cake, and dinner with a
friend. First Monday, 5(9). Retrieved December 9,
2010, from http://firstmonday.org/
Kim, K. J., & Bonk, C. J. (2006). The future of online
teaching and learning in higher education: The
survey says... EDUCAUSEQuarterly, 29(4).
Retrieved December 9, 2010, from http://www.
educause.edu
Knowles, M. S. (1980). The modern practice of adult
education: From pedagogy to andragogy (2nd ed.).
New York, NY: Cambridge Books.
Knowles, M. S., Holton, E. F., & Swanson, R. A. (2005).
The adult learner: The definitive classic in adult
education and human resource development. San
Diego, CA: Elsevier Inc.
A 1 0 Adult Learning
25. Land, S. M., & Hannafin, M. J. (1996). A conceptual
framework for the development of theories-in-action
with open-ended learning environments. Educational
Technology Research and Development, 44(3),
37-53. Retrieved December 9, 2010, from http://
www.aect.org/Intranet/Publications/index.asp
Lieb, S. (1991, Fall). Principles of adult learning. Vision.
Retrieved December 9, 2010, from http://honolulu.
hawaii.edu/intranet/committees/FacDevCom/
gu idebk/teachtip/adu 1 ts-2. htm
MacKeracher, D. (2004). Making sense of adult learning
(2nd ed.). Toronto, Canada: University of Toronto
Press.
Marenzi, I., Demidova, E., Nejdl, W., Olmedilla, D., &
Zerr, S. (2008). Social software for lifelong compe-
tence development: Challenges and infrastructure.
Internationaljournal of Emerging Technologies in
Learning, 3, 18-23. Retrieved December 9, 2010,
from http://www.online-journals.org/i-jet
McLoughlin, C , & Lee, M. J. W. (2007). Social software
and participatory learning: Pedagogical choices
with technology affordances in the Web 2.0 era. In
R. J. Atkinson, C. McBeath, S. K. A. Soong, & C.
Cheers (Eds.), ICT: Providing choices for learners
and learning. Proceedings of ASCILITE, Singapore
2007. Retrieved December 9, 2010, from http://
www.ascilite.org.au/conferences/singapore07/procs/
mcloughlin.pdf
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M.
26. (2007). Learning in adulthood. San Francisco, CA:
Jossey-Bass.
Mezirow, J. (1991). Transformative dimensions of adult
learning. San Francisco, CA: Jossey-Bass.
Mossavar-Rahmani, F., & Larson-Daugherty, C. (2007).
Supporting the hybrid learning model: A new
proposition. MERLOT Journal of Online Learning
and Teaching, i ( l ), 67-78. Retrieved December 9,
2010, from http://jolt.merlot.org/
Oblinger, D. G. (2008, March). Growing up with
Google: What it means to education. In Emerging
technologies for learning. 3, pp. 11-29. Retrieved
December 9, 2010, from http://www.becta.org.uk/
O'Reilly, T (2005, September). What is web 2.0: Design
patterns and business models for the next generation
of software [Weblog post]. Retrieved July 8, 2009,
from http://oreilly.com/pub/a/web2/archive/what-is-
web-20.html?page=l
Palloff, R. M., & Pratt, K. (2003). The virtual student:
A profile and guide to working with online learners.
San Francisco, CA: Jossey-Bass.
Pallof, R. M., & Pratt, K. (2007). Building online learn-
ing communities: Effective strategies for the virtual
classroom. San Francisco, CA: Jossey-Bass.
Prensky, M. (2009). H. Sapiens digital: From digital
immigrants and digital natives to digital wisdom.
Innovate Journal of Online Education, 5(3).
Retrieved December 9, 2010, from http://innovateo-
nline.info/
27. Reynard, R. (2007, May). Hybrid learning: Challenges
for teachers. THE Journal. Retrieved December 9,
2010, from http://thejournal.com
Rovai, A. P , Ponton, M. K., & Baker, J. D. (2008).
Distance learning in higher education: A program-
matic approach to planning, design, instruction,
evaluation, and accreditation. New York, NY:
Teachers College Press.
Russell, M. (1999). Online learning communities:
Implications for adult learning. Adult Learning, 10,
28.
Sanchez, F. (2003). Skills for a knowledge-based econ-
omy. Leadership, 33(2), 30-33. Retrieved December
9, 2010, from http://www.bnet.com/
Shirky, C. (2003, March). Social software and the
politics of groups [Weblog post]. Retrieved July
25, 2008, from http://www.shirky.com/writings/
group_politics.html
Siemens, G. (2004, November 22). Learning
Management Systems: The wrong place to start
learning. Elearnspace. Retrieved December 9, 2010,
from http://www.eleamspace.org/Articles/index.htm
Siemens, G., & Downes, S. (2008). Connectivism and
connective knowledge: A rather large open online
course... Retrieved December 9, 2010, from http://
ltc.umanitoba.ca/connectivism/
Stammen, R. M., & Schmidt, M. A., (2001, November).
Basic understanding for developing distance educa-
28. tion for online instruction. NASSP Bulletin, 55(628),
47-50.
Tapscott, D. (1999). Growing up digital. New York, NY:
McGraw-Hill.
Tapscott, D. (2009). Grown up digital. New York, NY:
McGraw-Hill.
Tapscott, D., & Williams, A. D. (2010). Innovating the
21st-century university: It's time! EDUCAUSE
Review, 45(1), 16-29. Retrieved December 9, 2010,
from http://www.educause.edu/er
Täte, M. L. (2004). Sit and get won't grow dendrites:
20 professional learning strategies that engage the
adult brain. Thousand Oaks, CA: Corwin Press.
11 A
Tough, A. (1979). The adult's learning projects: Afresh
approach to theory and practice in adult learning
(2nd ed.). Toronto, Canada: Ontario Institute for
Studies in Education.
Vaidhyanathan, S. (2008, September 19). Generational
myth. The Chronicle of Higher Education. Retrieved
December 9, 2010, from http://chronicle.com/free/
v55/i04/04b00701.htm
Watson, J. (2008). Blended learning: The convergence
of online and face-to-face education. Retrieved
December 9, 2010, from http://www.inacol.org/
29. Zemke, R., & Zemke, S. (1984, March). 30
things we know for sure about adult learning.
Innovation Abstracts, 6(8).
A 1 2 Adult Learning
Copyright of Adult Learning is the property of American
Association for Adult & Continuing Education and its
content may not be copied or emailed to multiple sites or posted
to a listserv without the copyright holder's
express written permission. However, users may print,
download, or email articles for individual use.