EDUC 5328

Annotated Bibliography Template

Qandel SABER

Davis, Derrick (2011) "Getting the Right SCOPE: How to Equip Online Faculty of the 21st Century with Perfected
Knowledge and Skills," Academic Leadership: The Online Journal: Vol. 9: Iss. 1, Article 28.

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The growth of “online learning” students can be best defined as being permanently fixed in a
catapulting state. The growth is not only shocking (when you look at the numbers), but it is sobering,
for it offers a sight of what education will look like as we move towards the next half-century.
Technology consumes us and has become so intimately connected in our lives that now, to a large
degree, it is dictating its use (in educational settings throughout the globe). It’s like a lion that never
stops roaring-it’s demanding our attention, and It is breathe and impact are so across-the-board; it
can be best defined as inescapable. Thus, universities and colleges alike no longer can sit by and
speculate whether or not this is a trend that will eventually disappear (as other educational trends
have done so in the past).

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Digital technologies are becoming increasingly common in schools. However, the pedagogical
changes required to use them effectively are not adopted as quickly as the hardware is physically
installed in classrooms. This paper discusses the changes that are required to the traditional
structure of educational systems in order to maximize student learning with the power of technology.
There is a need to look more closely at how the technology is used rather than simply the presence of
the technology itself.

Anderson, Scarlet; Davis, Amy; Fair, Brandy; and Wickersham, Leah (2010) "Online Graduate Study in Education: An
Examination of Tuition Costs and Faculty Salaries for Public, Private, and Proprietary Institutions of Higher
Learning in Texas," Academic Leadership: The Online Journal: Vol. 8: Iss. 1, Article 23.

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The current method of the data mining process is the documentation of the programs themselves. As
such, the current method of data mining is both cumbersome and questionable as to the validity of
the data. Departments of education within higher education must serve as the authority and the
model in assessing alternative course delivery methods, such as online courses; Institutions of higher
learning have long been the authority of educating the masses; however, colleges and universities
have some catching up to do to retain and maintain that right. This is not an impossible task, but one
that requires an adjustment to the more traditional approaches of education from faculty support to
design and assessment of quality education. By doing so, institutions of higher learning can take back
control from the competition of the proprietary schools and work to ensure that graduates of online
programs are worthy of employment.
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As, if not more important than, adopting a textbook for a face-to-face classroom. Students often
experience limited or no interaction with their classmates and instructors and therefore rely heavily
on the materials provided. The quality of the tools used for distance education must assist professors
in their teaching, students in learning, and overall create a balanced classroom experience for
everyone involved. One of the most important considerations when moving to an online environment
is ensuring the course content is delivered professionally. Current practice often pushes an
institution to transition courses to distance education. Educators are not trained or prepared for the
move and mistakenly only adopt an online textbook or buy technology to serve the purpose of an
online class. However, choosing the tools to teach online is just

Arenas, Jane; Gray, Henry; and Hamner, Paulette (2009) "Empowering Faculty to Facilitate Distance Education,"
Academic Leadership: The Online Journal: Vol. 7: Iss. 1, Article 18.

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Transitioning from classroom education to a distance education format can be a difficult challenge for
some faculty members who may resist the loss of face-to-face interaction. Using the servant
leadership components of listening, conceptualizing, and commitment to the group and the
community, leaders can empower faculty to take ownership of the process. Providing adequate
professional development opportunities for faculty who require them and appropriate infrastructure,
while potentially expensive, is a necessary and worthwhile investment for the organization
attempting to develop a distance education program. Faculty empowerment is an important role for
educational leaders as they strive to meet the needs of students, educational institutions, and the
communities that they serve.

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Changes to education, advanced by rapidly evolving technology, have the potential to leave faculty
struggling to keep up with these changes while still meeting the needs of their students and their
organizations. Empowering faculty to better meet the mission and purpose of the institution, and
therefore, the needs of the students is a crucial role for today’s educational leaders. While many
leadership theories might be used as an approach for empowering faculty, servant leadership was
used as a model because of its emphasis on the interests, personal and professional development, and
the empowerment of followers.
Adams, John (2005) "Leading Community College Distance Education," Academic Leadership: The Online Journal:
Vol. 3: Iss. 1, Article 4.

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Leaders must establish institutional and academic objectives, develop financial and technological
strategies, and organize, market, and evaluate DE initiatives. Their objectives and strategies should
anticipate and help shape the developing competitive environment in which their colleges operate.
This qualitative case study examined DE administrative and staff leadership roles, organization
structures, and strategies at three Midwestern community colleges with expanding DE programs.
Leadership teams were small. New roles and organizational structures were evolving, and the
colleges were maintaining strong video delivery while developing online courses and programs.
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Online education is a viable alternative to the traditional classroom and has become a necessary method of
delivery in small rural high schools. Therefore, the question for educators to answer is not whether to engage
in online learning, but how. This article’s recommendations are the authors’ attempt to translate their research
findings into policy and practice.
Karlen, Janice M. (2003) "Accreditation and Assessment in Distance Learning," Academic Leadership: The Online
Journal: Vol. 1: Iss. 4, Article 3.

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Institutions of higher education offering courses in various distance-learning modes are required by
accreditation associations to view these offerings in a way that is unique to their status. The distance
learning environment must possess the same level of rigor and service as the campus-based
environment and allow the student equivalent access to the advantages of the higher education
community, albeit in a different way. Assessment techniques in distance learning that are required by
the accreditation associations may take many forms. While most are student-oriented, there are other
alternatives. As institutions more fully develop distance-learning offerings, they need to retain them
standards and learn different methods of assessment to verify that they have done so.

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In general, the accreditation bodies studied sought programs that ensured that appropriate learning
resources be available to students in distance learning programs. These resources, including the
library, media, tutoring, and technical helplines, should not only be available, but students should be
required to use them in their development of information literacy. The resources and requirements
in distance learning should parallel the resources for traditional campus students.

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