(Distance Ed) Report for Week 3 - CONTEXT

Article	Context and Unit of Analysis
Dalsgaard, C., & Mathiasen, H. (2008). Self-organized learning environments and university students' use of social software: A systems theoretical perspective. International Journal of Instructional Technology and Distance Learning, 5(2). Retrieved January 12, 2009, from http://www.itdl.org/Journal/Feb_08/article01.htm.	Context: Information and Media Studies, University of Aarhus, Denmark, in 2005 2 project groups, two students each 1 group geographically separated 1 group close proximity 4 month project work Unit of Analysis Effect of social media (Web 2.0) software on students' development of self-organized learning environments
Ganjooei, B. A., & Rahimi, A. (2008). Language learning strategy use for EFL E-learners and traditional learners: A comparative study. International Journal of Instructional Technology and Distance Learning, 5(12). Retrieved January 12, 2009, from http://www.itdl.org/Journal/Dec_08/article01.htm.	Context 200 Iranian undergraduate EFL learners arranged in two groups 100 learners selected from Shiraz Virtual University, exposed to an e-learning program 100 learners going through a traditional course studying at Shiraz University Unit of Analysis Relationship between E/T learning and types of learning strategies preferred by those groups
Gouge, C. (2008). Redesigning online instruction: theory and application. International Journal of Instructional Technology and Distance Learning, 5(2). Retrieved January 12, 2009, from http://www.itdl.org/Journal/Feb_08/article04.htm.	NA (Theory)
Holbein, M. F. (2008). From traditional delivery to distance learning: Developing the model. International Journal of Instructional Technology and Distance Learning, 5(8). Retrieved January 12, 2009, from http://www.itdl.org/Journal/Aug_08/article05.htm.	NA (Theory)
Kiriakidis, P., & Parker, A. (2008). Faculty and learner interaction in online courses. International Journal of Instructional Technology and Distance Learning, 5(11). Retrieved January 12, 2009, from http://www.itdl.org/Journal/Nov_08/article03.htm.	Context Online institution of higher education offering graduate level education degree programs entirely online regionally accredited there are no residency requirements all communications and interactions between learners and instructors take place online using email and forums using the institution's computer server faculty are not required to participate in asynchronous discussion forums learners are required to participate in asynchronous discussion forums in order to receive a grade for each forums Asynchronous discussions are text-based, mandatory, and contribute between 5% and 25% of each learner's final grade A learner meets the course requirements on postings even with one complete posting to each question posted by the instructor in each lesson or module of online courses Only interactions of five words or more, posted by either faculty or student, were considered in this research. Unit of Analysis Relationship between the quantity of instructor responses in an online forum and subsequent student responses
Kok, A. (2007). Metamorphosis of the mind of online communities via E-Learning. International Journal of Instructional Technology and Distance Learning, 5(10). Retrieved January 12, 2009, from http://www.itdl.org/Journal/Oct_08/article03.htm.	NA (Theory)
Kupczynski, L., Davis, R., Ice, P., & Callejo, D. (2008). Assessing the impact of instructional design and organization on student achievement in online courses. International Journal of Instructional Technology and Distance Learning, 5(1). Retrieved January 12, 2009, from http://www.itdl.org/Journal/Jan_08/article01.htm.	Content Students in Rio Grande Valley of south Texas and attending class at South Texas College Students have the opportunity to complete certificate programs through the Bachelor of Applied Technology degree Participants were enrolled in online courses in a variety of subjects, ranging from developmental education through senior level class work in all areas of instruction Course design utilizes WebCT for synchronous or asynchronous instruction determined by the instructor's preference During the Fall 2005 semester, one or more sections of 75 different courses were offered. The survey instrument was administered to 2,157 students enrolled in one or more online courses with no incentive for participation offered. A total of 362 participants (response rate = 16.8%) chose to complete the survey. Unit of Analysis Relationship between instructional design and organization and student performance
Royal, P., & Bell, P. (2008). The relationship between performance levels and test delivery methods. International Journal of Instructional Technology and Distance Learning, 5(7). Retrieved January 12, 2009, from http://www.itdl.org/Journal/Jul_08/article05.htm.	Context A cohort of undergraduate students enrolled in two on-campus sections and one distance learning session of an undergraduate applied medical sciences course All three sections had the same instructor, read the same textbook, had access to the same course content via the same web-based learning platform and had access to video recordings of weekly on campus learning sessions Students from all three course sessions were randomly divided into two groups. One group completed their exams via web-based delivery with supervision, while the other half completed exams via web-based delivery without supervision. Unit of Analysis Relationship between test performance and test delivery methods, particularly for those taking proctored versus un-proctored online exams.
Shi, S., Bonk, C., Tan, S., & Mishra, P. (2008). Getting in sync with synchronous: The dynamics of synchronous facilitation in online discussions. International Journal of Instructional Technology and Distance Learning, 5(5). Retrieved January 12, 2009, from http://www.itdl.org/Journal/May_08/article01.htm.
Young, B., Hausler, J., & Sanders, J. W. (2008). Do online students exhibit different learning styles than onsite students? International Journal of Instructional Technology and Distance Learning, 5(4). Retrieved January 12, 2009, from http://www.itdl.org/Journal/Apr_08/article02.htm.