Resources


ALISE PowerPoint Presentation (.pdf file)



More Information about ApprenNet

ApprenNet.com: http://info.apprennet.com

ApprenNet Help Page: https://apprennet.zendesk.com/hc/en-us

ApprenNet Blog Post by Judi Moreillon (2014). “All Voices Heard; All Ideas Considered” (posted November 17, 2014).

References (from presentation)

Babson Survey Research Group. (2014). Grade Change: Tracking Online Education in the United States, 2013. Retrieved from http://sloanconsortium.org/publications/survey/grade-change-2013

Boston Consulting Group. (2014). Online Learning Consortium Report: “The Five Faces of Online Education: What Students and Parents Want.” Retrieved from https://www.bcgperspectives.com/content/articles/education_consumer_insight_five_faces_online_education_what_students_parents_want/#chapter1

Cheng, K., & Hou, H. (2015). Exploring students’ behavioural patterns during online peer assessment from the affective, cognitive, and metacognitive perspectives: A progressive sequential analysis. Technology, Pedagogy & Education, 24(2), 171-188.

Demirbilek, M. (2015). Social media and peer feedback: What do students really think about using Wiki and Facebook as platforms for peer feedback?. Active Learning In Higher Education, 16(3), 211-224.

Moreillon, J. (2015). Increasing interactivity in the online learning environment: Using digital tools to support students in socially constructed meaning-making. TechTrends, 59(3), 41-47.

Murray, M., Pérez, J., Geist, D., Hedrick, A., & Steinbach, T. (2012). Student interaction with online course content: Build it and they might come. Journal of Information Technology Education, 11, 125-140.

Taylor, S., Ryan, M., & Pearce, J. (2015). Enhanced student learning in accounting utilising web-based technology, peer-review feedback and reflective practices: a learning community approach to assessment. Higher Education Research & Development, 34(6), 1251-1269.

Youngju, L., Jaeho, C., & Taehyun, K. (2013). Discriminating factors between completers of and dropouts from online learning courses. British Journal of Educational Technology, 44(2), 328-337.


TechTrends Article


Moreillon, J. (2015). Increasing interactivity in the online learning environment: Using digital tools to support students in socially constructed meaning-making. TechTrends, 59(3), 41-47.


References (from article)

Babson Survey Research Group. (2014). Grade Change: Tracking Online Education in the United States, 2013. Retrieved from http://sloanconsortium.org/publications/survey/grade-change-2013

Boston Consulting Group. (2014). Online Learning Consortium Report: “The Five Faces of Online Education: What Students and Parents Want.” Retrieved from https://www.bcgperspectives.com/content/articles/education_consumer_insight_five_faces_online_education_what_students_parents_want/#chapter1

Boyer, E. L. (1997). Scholarship reconsidered: Priorities for the professoriate. (2nd ed.). San Francisco: Jossey-Bass.

Bransford, J., Sherwood, R., Hasselbring, T., Kinzer, C., & Williams, S. (1990). Anchored instruction: Why we need it and how technology can help. In D. Nix & R. Spiro (Eds.), Cognition, education, and multimedia: Exploring ideas in high technology. Hillsdale, NJ: Lawrence Erlbaum.

Castaño-Muñoz, J., Duart, J. M., & Vinuesa, T. S. (2014). The Internet in face-to-face higher education: Can interactive learning improve academic achievement? British Journal of Educational Technology, 45(1), 149-159.

Chandler, T., Park, Y., Levin, K., & Morse, S. (2013). The incorporation of hands-on tasks in an online course: An analysis of a blended learning environment. Interactive Learning Environments, 21(5), 456-468.

Fulton, B., Botticelli, P., & Bradley, J. (2011). DigIn: A hands-on approach to a digital curation curriculum for professional development. Journal of Education for Library and Information Science, 52(2), 95-109.

Gee, J. P. (1990). Social linguistics and literacies: Ideology in discourses. London: Falmer Press.

Gilbert, L., & Moore, D. R. (1998). Building interactivity into web courses: Tools for social and instructional interaction. Educational Technology, 38(3), 29-35.

Johnson, G. (2014). The ecology of interactive learning environments: Situating traditional theory. Interactive Learning Environments, 22(3), 298-308.

Jong, B., Lai, C., Hsia, Y., & Lin, T. (2013). Effects of anonymity in group discussion on peer interaction and learning achievement. IEEE Transactions on Education, 56(3), 292-299.

Kim, J. (2013). Influence of group size on students' participation in online discussion forums. Computers & Education, 62, 123-129.

Kim, P., Hong, J., Bonk, C., & Lim, G. (2011). Effects of group reflection variations in project-based learning integrated in a Web 2.0 learning space. Interactive Learning Environments, 19(4), 333-349.

Koole, M., & Parchoma, G. (2012). The ethical and practical implications of systems architecture on identity in networked learning: a constructionist perspective. Interactive Learning Environments, 20(3), 203-215.

McLuhan, M. (1964). Understanding media: The extensions of man. Cambridge, MA: MIT Press.

Moreillon, J. (2013). Educating for school library leadership: Developing the instructional partnership role. Journal of Education in Library and Information Science, 54(1), 55-66.

Murray, M., Pérez, J., Geist, D., Hedrick, A., & Steinbach, T. (2012). Student interaction with online course content: Build it and they might come. Journal of Information Technology Education, 11, 125-140.

Rice, R. E., & Gattiker, U. E. (2001). New media and organizational structuring. In F. M. Jablin & L.L. Putnam (Eds.), New handbook of organizational communication: Advances in theory, research, and methods (pp. 544-584). Thousand Oaks, CA: Sage.

Shea, P., & Bidjerano, T. (2013). Understanding distinctions in learning in hybrid, and online environments: An empirical investigation of the community of inquiry framework. Interactive Learning Environments, 21(4), 355-370.

Shulman, L. S. (2000). From Minsk to Pinsk: Why a scholarship of teaching and learning? The Journal of Teaching and Learning, 1(1), 48-53.

Swan, K. (2001). Virtual interaction: Design factors affecting learner satisfaction and perceived learning in asynchronous online course. Distance Education, 22(2), 306-331.

Vygotsky, L. (1980). The mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press.

Youngju, L., Jaeho, C., & Taehyun, K. (2013). Discriminating factors between completers of and dropouts from online learning courses. British Journal of Educational Technology, 44(2), 328-337.

Yukawa, J. (2010). Using evidence based practice in LIS education: Results of a test of communities of practice model. Evidence Based Library and Information Practice, 5(1), 104-128.


New 2016:
Innovating Pedagogy Report:
http://teachonline.asu.edu/2015/12/ten-teaching-trends-innovating-pedagogy-report/
(and infographic) Learning by Doing and Embodied Learning relate to using ApprenNet.com
.

Babson Survey Research Group. (2014). Grade Change: Tracking Online Education in the United States, 2013. Retrieved from http://sloanconsortium.org/publications/survey/grade-change-2013
Boston Consulting Group. (2014). Online Learning Consortium Report: “The Five Faces of Online Education: What Students and Parents Want.” Retrieved from https://www.bcgperspectives.com/content/articles/education_consumer_insight_five_faces_online_education_what_students_parents_want/#chapter1

Cheng, K., & Hou, H. (2015). Exploring students’ behavioural patterns during online peer assessment from the affective, cognitive, and metacognitive perspectives: a progressive sequential analysis. Technology, Pedagogy & Education, 24(2), 171-188.