Annotated Bibliography

Citation:

Condie, R., & Livingston, K. (2007). Blending online learning with traditional approaches: changing practices. British Journal of Educational Technology, 38(2), 337-348.

 Summary:

This article discusses the use of information and communication technology (ICT) in schools as a central plank in school improvement and effectiveness planning.  The potential of eLearning to improve learning and cognizance has been widely accepted; however at the center of our current teaching model is the teacher and the learner.  The impact of educational technology is measured through the acceptance and use of eLearning methods by the teacher and his attitudes toward its use as well as the students’ achievement.

 Review:

I agree with many points made in this article, I strongly believe that using educational technology to complement rather than replace traditional teaching and learning approaches in school would provide faster and more profound results.  Integrating eLearning methods and pedagogy with traditional methods will be more readily accepted and implemented.

Citation:

Kanuka, H., & Anderson, T. (2007). Ethical Issues in Qualitative E-Learning Research. International Journal of Qualitative Methods, 6(2), 1-14.

 Summary:

The authors of this article discuss the same issues that have plagued eLearning for the last two decades.  They discuss the ethical implications of eLearning and the resulting confusion of the existing ethical guidelines.  This article discusses the three main areas of confusion in this field: 1) participant consent, 2) public v. private ownership, and 3) confidentiality and anonymity.  Qualitative research is instrumental in higher education and eLearning so ethical issues relating to this type of research need to be made clear.

 Review:

It is interesting to learn that ethical considerations are still being considered twenty years after we began to use the internet within teaching and learning practices.  The need to simplify and clear up misconceptions within the three main areas of confusion will allow for eLearning to become more widely accepted and used.

Citation:

Rees, J. (2006). Interview with Ellen Wagner. American Journal of Distance Education, 20(3), 181-186.

 Summary:

This article is an interview with Ellen Wagner who is the director of Worldwide eLearning solutions with Adobe Systems, Inc., where she helps se the strategic direction for eLearning solutions.  Ms. Wagner has been active in this growing field for many years and this interview focuses on her views of mobile learning and its future implications.

 Review:

In this article Ms. Wagner stresses the benefits of mobile learning and the needs that are not currently being met.  She discusses that the issue with mobile learning and mobile devices is the changing collective vision for the future of eLearning. I agree when she states that “the reason mobile learning is so important is that it’s about supporting the learning needs of people who are mobile” and the fact that the devices are also mobile is a by-product of a persons need.

Citation:

Schneckenberg, D. (2009). Understanding the real barriers to technology-enhanced innovation in higher education. Educational Research, 51(4), 411-424.

 Summary:

This article discusses the barriers to eLearning technologies in higher education.  It attempts to explain the low adoption rate of by academic staff of web-based learning technologies and educational innovation.  This article discusses the three visible reasons for the underdeveloped state of eLearning in the universities:  lack of faculty interest, budget constraints and technical issues.  The author attempts to reveal the factors that influence innovation and make it difficult for even committed universities to struggle in using learning technologies effectively and efficiently.

 Review:

The article makes good points in that it takes the existing issues in eLearning and non adoption of technologies and makes direct links to the impact that faculty makes according to their motivation and habitual traits.  The author stresses that university leaders need to take into account the underlying motivations of staff and work within the departments to make real and lasting change.  An important point made is that different universities need to consider specific goals that work within their limitations.

Citation:

Williams, P. (2007). Valid knowledge: the economy and the academy. Higher Education, 54(4), 511-523.

 Summary:

The author of this article discusses the changes happening in higher education with regard to what he calls the Knowledge Economy.  Treating knowledge as a commodity, this article discusses the inability of higher education institutes to accommodate the growing number of vocationally oriented prospective students.  The author implies that other commercial providers of education will focus on this growing trend and will concentrate on the most lucrative subject areas while publicly funded educational providers will lose students and funding as a result.  The pressure as a result is discussed and new outcomes predicted.

 Review:

It is easy to see the effects that this article warns about when we turn on the television or radio and see or hear advertisements from online schools for in demand vocational degrees.  The commercialization of education makes it difficult for publicly funded universities to continue with the status quo.  By forcing a change the student will ultimately benefit, however before we see a framework that includes a partnership between diversity and expertise, we will lose sight of important higher goals and visions.