Meyers (2008). Using transformative pedagogy when teaching online.

Meyers, S. A. (2008). Using transformative pedagogy when teaching online. College Teaching, 56(4), 219-224. “Mezirow (1991) argued that students experience personal and intellectual growth when they grapple with disorienting dilemmas because they examine their assumptions related to the contradictory information, seek out additional perspectives, and ultimately acquire new knowledge, attitudes, and skills in light of … Read more

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Cuellar (2002). The transition from classroom to online teaching.

Cuellar, N. (2002). The transition from classroom to online teaching. Nursing Forum, 37(3), 5-13. “However, there is a step to this process that is lacking–the pedagogy, or ‘art of teaching’ online.” (p 5) “Androgogy describes a self-directed learning theory easily adaptable to online teaching and learning (Knowles, 1992). In androgogy, the learner qualifies as being … Read more

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Rekar Munro (2006). Transitioning from traditional classroom training to laptop-facilitated learning.

Rekar Munro, C. (2006). Transitioning from traditional classroom training to laptop-facilitated learning: responding to the orientations and preferences of the net generation. College Quarterly, 9(1). Retrieved March 22, 2009, from http://www.senecac.on.ca/quarterly/2006-vol09-num01-winter/munro.html. “Specifically, discerning the strengths and limitations of the transition from their perspective, and the impact of this change on their learning style preferences and … Read more

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Taylor (2002). Pros and cons of online learning – a faculty perspective.

Taylor, R. W. (2002). Pros and cons of online learning – a faculty perspective. Journal of European Industrial Training, 26(1), 24-37. doi: 10.1108/03090590210415876. [This paper is weak and thin on research and references. Too much unsubstantiated opinion.] “[This paper] emphasizes that the online environment must be created in such a way that learning can and … Read more

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Woolfolk et al (2009). Ch 4 – Abilities and disabilites.

Woolfolk, A., Winne, P. H., & Perry, N. E. (2009). Abilities and disabilites. [Ch 4] In Educational Psychology (4th ed., pp. 104-156). Toronto: Pearson Canada Inc. “… exceptionalities …” (p 105) [Heading] “Language and labelling” (p 106) [On the dangers of labelling] “A label does not tell which methods to use with individual students. … … Read more

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Mukamusoni (2006). Distance Learning Program of Teachers at Kigali Institute of Education.

Mukamusoni, D. (2006). Distance Learning Program of Teachers at Kigali Institute of Education: An Expository Study. International Review of Research in Open and Distance Learning, 7(2), 1-10. [Study conducted at Kigali Institute of Education] [Terminology used] in-service, pre-service, descriptive qualitative case study, purposive, Delphi study “The education system was particularly affected by the genocide, a … Read more

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Breen (2007). Lessons from an International e-Learning Project.

Breen, P. (2007). Lessons from an International e-Learning Project. International Review of Research in Open and Distance Learning, 8(3), 1-10. “Taylor argues that the great age-old African tradition of cooperative learning (which is now ironically fashionable in western pedagogy) was almost irreparably destroyed by the influence of missionary and colonial education.” (p 2) [Likely at … Read more

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van de Bunt-Kokhuis (2001). On-line learning at universities in developing countries.

van de Bunt-Kokhuis, S. (2001). On-line learning at universities in developing countries: From leap-frogging to antelope-jumping—specific needs and solutions. Higher Education in Europe, 26(2), 241-246. doi: 10.1080/03797720120082633. “… tertiary-level courses …” (p 241) “Courses and courseware designed in developed countries are frequently not suitable, from a cultural point of view, for use in the developing … Read more

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Xu & Morris (2007). Collaborative Course Development for Online Courses.

“The purpose of this study is to add to the literature on course development through a detailed analysis of the roles that faculty assume during the planning and development process and to examine the curricular decisions made by the development team for an online course.” (p 36)

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