(DistanceEd) Report for Week 2 - QUESTIONS

The following represents the questions posed in the 10 journal articles I have chosen:
General Themes:

• 
  Psychological differences between on-site learners and distance learners
  
  • Do they choose online classes even if on-site classes are accessible?


• Transitioning between on-site and distance learning
  
  
  
  • Course design for distance learning
  
  
  • Course Re-design
  
  
  
  


• Social interactions in distance learning environments
  
  • Instructor role in community building
  • Instructor Role in facilitating discussions
  • Student interactions with each other


• Student performance in e-learning courses
  
  • Proctored vs. Un-proctored


• Technology
  
  • Benefits of social media

Article	Question
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.	How and to what extent is it possible, within an institutional setting, to support self-organized learning environments by using social software?
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.	1. Are there any significant differences between e-learners and t-learners in terms of their preferences for language learning strategies? 2. What is the frequency of occurrence of e-learners’ and t-learners’ use of language learning strategies? 3. What is the relationship between learners’ English language proficiency level and their language learning strategy use, and how is this manifested in each group (e-group vs. t-group)? 4. What is the relationship between learners’ English language proficiency level in each group and their preferences for subcategories of language learning strategies? 5. Are there any significant differences in e-group’s and t-groups’ use of strategies in each level of proficiency (low, intermediate, high)? 6. Can language learning strategy use predict proficiency level of the learners and the other way round?
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.	Case Study: What are the factors that must be taken into consideration when redesigning a traditional course for use in an online course?
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.	Case Study: What is an appropriate model for applying a traditional campus-based graduate course to a distance format?
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.	Is there a direct relationship between the extent of faculty interaction and the extent of subsequent learner interaction in discussion forums in online courses?
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.	How can the instructor enhance the spirit, trust, interaction and commonality of learning experiences by attending to transactional distance (psychological space between teachers and learners), social presence, equality, small group activities, group facilitation, learning stage and community size?
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.	What is the relationship between the relationship between instructional design and organization (one of the components of teaching presence) 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.	is a relationship between student test performance and method of test delivery?
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.	What is the relationship between teacher moderating and student engagement in online synchronous discussion groups?
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.	Do online students exhibit different learning styles than onsite students; and, if so, what accommodations relating to learning style differences may be made for online students? "...it occurred to us that students who take online classes might do so to satisfy particular needs and might even have different learning styles than those students in our onsite classes."