Arghode, V. & Brieger, E. W. (2017).

 Adult learning theories: implications for online

instruction,  Retrieved from

https://dl1.cuni.cz/pluginfile.php/850493/mod_resource/content/1/Arghode%20et%20a l.

%20-%202017%20-%20Adult%20learning%20theories%20- Constructivism.pdf     

This article discusses andragogy, behaviorism, humanism, constructivism, and cognitivism

learning theories and their roles in online learning for adults. The article also discusses the

weaknesses as well as the strengths of each of the learning theories listed. It looks into the role of

the instructor, learning type, self-awareness, and learning domains in each of the four learning

theories. The design of an online learning environment should include learning motivation along

with the principles of learning theories. The design of the online course should be easy, simple,

and effective. It appears that the instructor’s feedback and presence are essential no matter which

learning theory approach is being used in online courses.

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Barnett, J., McPherson, V. & Sandieson, R. M. (2013). Connected teaching and learning: the

Uses and implications of connectivism in an online class, Retrieved from

https://pdfs.semanticscholar.org/c8e8/d210c322bb5d95213664c7f458e8dc14dccd.pdf?

_ga=2.28084095.254607758.1618176474-1069959132.1616345533

This article discusses the Connectivism Learning Theory and its use in teaching a college level

course. It discusses the history of connectivism and compares it to Behaviorism, Constructivism

and Cognitivism Learning Theories. Connectivism recognizes the importance of experiences but

unlike the other three theories, believes that an individual’s learning forms and grows in the

brain’s network connections. The Connectivism Learning Theory does not believe that

information retention is important and prefer fast connections to slow ones. The article discusses
the experiences of the students and teacher taking part in the study, the online course itself, and

the coding developed to determine the results of the study.

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Castle, S. R. & McGuire, C. J. (2010). An analysis of student self-assessment of online, blended,

and face-to-face learning environments: implications for sustainable education

delivery, Retrieved from https://files.eric.ed.gov/fulltext/EJ1065994.pdf

This article discusses the opportunity for students from different backgrounds to access online

education. It also helps the environment because books do not need to be printed. Books can be

accessed online. The article also discusses a study that was done comparing college students’ self-

assessments and general assumptions on perceived online learning benefits. The goal of the study

was to focus on the issues that students think are important to ensure that their online learning

outcomes are of high quality. The study included over 4,000 summaries of course assessments

between 2009-2010. There were between 25 and 30 students in each course and compared in-

person, hybrid, and online learning environments. The study concluded that most college students

preferred in-person learning to hybrid or online learning environments. I also showed that the

most important part, whether they are participating in in-person, hybrid, or online learning

environments, is the reinforcement and facilitation of course content to whatever learning

environment they are using. 

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Dorn, E., Hancock, ,B., Sarakatsannis, J., Virulea, E. (2020). Covid-19 and student learning in

the United States: the hurt could last a lifetime, Retrieved from

https://eds-a-ebscohost-com.postu.idm.oclc.org/eds/detail/detail?vid=3&sid=291c3a27-

e0db-4b9e-b829-cb98db277cf1%40sdc-v-
 sessmgr02&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d

%3d#AN=143569685&db=bth

This article discusses the effect of the Covid-19 pandemic has had on our educational system.

Our schools were not created to deal with long term shutdowns like we had during the Covid-19

pandemic. Schools closed and students experienced learning loss. School districts where not

prepared to switch from a face-to-face model to an online model overnight. This affected low-

income students the most. The article also discusses how the effect of schools closing not only

affected a student’s learning but will possibly add to a higher rate of students dropping out, affect

future income, and as a result affect our country as a whole.

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Hackathorn, J., Solomon, E. D., Blankmeyer, K.L., Tennial, R. E. & Garczynski, A. M. (2011).

Learning by doing: an empirical study of active teaching techniques, Retrieved from

https://files.eric.ed.gov/fulltext/EJ1092139.pdf

This article discusses the effectiveness of different teaching methods. The teaching methods

included in the study were lecture, in-class activities, demonstrations, and discussions. There

were 4 hypothesis that were being studied. The study shows the benefits, to both the students and

the teacher for each of the four teaching methods. The first hypothesis dealt with lectures. The

study showed that the lecture teaching method was the least effective when it came to knowledge

level evaluations. However, the researchers thought that lectures would be the most effective.

Their second hypothesis dealt with demonstrations. The researchers thought that demonstrations

would be the most effective teaching method for comprehension. However, the study showed

that demonstrations were not very effective when it came to comprehension but were effective

when it came to application type tests. Their third hypothesis dealt with discussions. The
researchers thought that discussions would lead to higher comprehension test scores. However,

this hypothesis was also incorrect. The study showed that scores were lower. The researchers in

their final hypothesis thought that application and comprehension scores would increase in in-

class activities. The study did support this hypothesis.

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Hill, P. (2012). Online educational delivery models: a descriptive view, Retrieved from

https://d1wqtxts1xzle7.cloudfront.net/39105160/MOOCS.pdf?1444577686=&response-

content-disposition=inline%3B+filename

%3DOnline_Educational_Delivery_Models_A_Des.pdf&Expires=1616364427&Signatur

e=Dm1-U-5J0ABmwE~Wxg5ddprTH6K0GevDqmUvYX2xfb--qkOVOCkIm8q-

BhKitJy~HJHRfZfUUko78lYDrSm-ycejxNk38-n4oS~MVsz-

IXe0I34vxnGcVCJUGzlLiyJ08Nub0blsefm8uc0rtHvEJ217s2SMDE8Ev7H~8OmEXxt0J

VdfIzAAntVhYpSrEKXYKFm-ng6-

IwfEw5wMBESFTUGSO8C0ueJZx2jcs88ZPAWYHjD5kKGcMBF3Kncvv8T-

0dWUZUdeCshiwfDknUJB-

culIfszIYTiK95rokVLa~VuTKZbE21vnIq5mItg0jBDnzCZQ8CcaZrz3dd2C~l0KA__&

Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA

This article discusses several different types of delivery models for online education, from face-

to-face to fully online education. It discusses the master course concept. The master course

concept organizes online programs. It consists of instructional design teams which include

people who deal with quality assurance, multimedia experts, ad instructional designers who work

with the subject matter and faculty. The master course can be used by several faculty members.

School-as-a-Service is also discussed. This delivery model uses outside companies who partner
with schools to help implement the master course concept. Another delivery model this article

discusses is the Blended/Hybrid course, which is a combination of face-to-face and online time. 

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McCarthy, J. (2020). 4 key aspects of teaching an online class, Retrieved from

https://www.edutopia.org/article/4-key-aspects-teaching-online-class

This article discusses four aspects needed to build an online course that is successful. One of the

aspects is to establish a structure that helps students manage productivity and work time while

becoming adjusted to an online environment. Another aspect needed to build an online course

that is successful is to provide students with a variety of tasks formats and assignments. This will

help build students understanding, analyze information, thoughtfully apply concepts, and keeps

students engaged. A third aspect of a successful online class is relevant content. There needs to

be some connection between what the online student is learning and the world outside of the

class. The fourth aspect that this article discusses is to make the student’s work public so that

other students as well as the teacher can view and comment on it. This allows for open dialog

between all members of the class.

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Robles, M. & Braathen, S. (2002). Online assessment techniques, Retrieved from

http://www.icci.edu.ky/beta10112016/wp-content/uploads/2016/02/online-assessment-

techniques.pdf

This article discusses how the World Wide Web changed the way we teach and learn. People can

learn whatever they want to and whenever they want to. The World Wide Web turned students

into active learners, which means that students need to be self-disciplined and motivated to learn.
The article discusses how assessments need to be an ongoing process in order to enhance

learning and teaching. Assessment types and effective assessments are also discussed. Online

learning puts the responsibility of learning on the students. Teachers need to be able to engage

their students using both asynchronous and synchronous communications. Teachers need to

measure what their students are actually doing online. The article also discusses self-assessment

and includes an Instructional Quality Assessment Guide that includes a list of assessment

techniques.

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Sargeant, J., Curran, V., Allen, M., Jarvis-Selinger, S. & Kendall, H. (2006). Facilitating

interpersonal interaction and learning online: linking theory and practice, Retrieved

from https://d1wqtxts1xzle7.cloudfront.net/56550590/chp.6120180512-9979-

1w45kvr.pdf?1526182155=&response-content- 

 disposition=inline%3B+filename

%3DFacilitating_interpersonal_interaction_a.pdf&Expires=1617308968&Signature=IR~

pOHMo7GRzGBxkS4nZfYSqIMn6BPmxgpRFLLEPEfcGfDtjBsGavGiwZYmGRZqM

Nd6-sG8MalEaukNANEfPxuxDgNUPxQZ0460Xz2vNPsi-

LXGYzskrQsk5sUGk1USyicSv5KDNqKOGxDZ9QHSa0NAmHkM8f-

ecraQ8ifsBAALuMHLKNyuWPdG6XZHMGJBwa6hXOCbBAnvCwKyN83EwilZ00Nx

IwRV0CH1uawucKKdQ6GP-jvqk7hQP-

5Pe7u3dHlBV09rUNTmMXrTmMoEIz2p3CzMfQGeDtFGa0-

gYW4elEBA2mrhapOEqPmwkmDkfa8mFUyDmOgaov2ByDXopeA__&Key-Pair-

Id=APKAJLOHF5GGSLRBV4ZA
This article discusses the role of the teacher and how interaction can between teachers and

students can improve the online learning experience. It is important that the learning

environment is comfortable and that it enhances the value of education in electronic discussions.

There were a total of 50 participants in this study of which 22 were doctors with very little of

online learning. 20 of the participants had some experience with online learning and 8 who were

experts in online learning. Those with little or no online experience were very uncomfortable an

online learning environment, although they eventually they became more comfortable with

online learning. They wanted the facilitator to ask them questions in response to their online

discussions. This article also discusses the following learn theories.

 Behavioral theory

 Cognitive theory

 Social learning theory

 Humanist theory

 Constructivist theory

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Utecht, J. & Keller, D. (2019). Becoming relevant again: applying Connectivism Learning

Theory to today’s classroom, Retrieved from

https://files.eric.ed.gov/fulltext/EJ1219672.pdf

This article discusses the difference between learning, unlearning and relearning in the world

today. It also discusses the 8 principles of the Connectivism Learning Theory. This theory deals

with the importance of differing opinions, the process of learning, using technology, maintaining
and nurturing connections, and decision making. The Internet allows us to connect not only to

data but each other. There are programs available that allow us to speak to each other face-to-

face without being in the same location. The article also discusses the impact of artificial

intelligence (AI) on the classroom. The Internet allows us to collaborate space and time. It allows

us to connect concepts and ideas that help us increase our knowledge.

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Wolpert-Gawron, H. (2011). Blended learning: combining face-to-face and online

education, Retrieved from 

       https://www.edutopia.org/blog/blended-online-learning-heather-wolpert-gawron

This article discusses the need to protect in-person or face-to-face learning. Students need to

have real-time interaction. They can have both in a blended learning environment. Teachers

need to take a proactive part in the blended learning environment that they are to be part of.

Blended learning must be balanced, and the tools must be used properly. Both face-to-face

interaction and synchronous communication are necessary for successful online learning. There

are at least five components that are necessary for the blended learning environment to succeed.

1. Classes should always be real-time or face-to-face. It helps to increase online

accountability. Skype or something similar can be used for this.

2. Real-time assessment should be available. These should be done in-person or students

should be given a specific time period to complete the assessment.

3. There should be several times during the class that are conducted synchronously. There

needs to be real-time conversations with the teacher and classmates. This helps to build a

classroom community.
4. Differentiate discussion methods and content delivery. Strictly online learning

environments do not allow for this. There several virtual learning programs that can be

used for this.

5. Limit class size. Just like a face-to-face learning environment, the more students you

have the less time you have to give individual students the extra help they need to

succeed in your class.