Six+Characteristics+of+Optimal+eLearning


 * ** EDU8005-8 ** ||  ||
 * ** Qualitative Research Design ** || ** 2 Proposal 2 ** ||
 * ** Qualitative Research Design ** || ** 2 Proposal 2 ** ||


 * Thanks, Stephen. I’ve commented further in-text. **
 * Case study approach is a popular qualitative method. It concerns the pursuit of describing and interpreting the intricacies of a situation (phenomenon) via attention to specified details (content, process, etc.). Case studies bring to the fore how contextual issues (e.g., cultural forces, existing policies, hegemonic practices, etc.) factor in to the overall dynamic observed. Moreover, it is imperative a clear definition is provided as to the ‘case’ that is considered via a case study design. This empirical approach allows for an array of data sources to be collected for qualitative analysis. **
 * In terms of reporting the findings of a case study, it is recognized that the writing should draw a reader into the case environment that was studied. In other words, the narrative should be rich with details readers can use to paint a picture in mind of the situation in which the study was conducted. A case study, like other qualitative designs, is frequently applied when little knowledge exists for a given phenomenon (whether a person, program, event, etc.). **
 * No doubt, numerous variations of case study designs can be found in the literature. You are encouraged to continue reading completed case studies to see how those researchers framed the situations and how they went about making decisions along the way. **
 * I look forward to your next completed assignment. **

=Proposal 2 = Six characteristics are consistently identified in the literature as contributing to optimal e-learning for adults ( Cercone, 2008 ). These six characteristics include; (a) a strong student-instructor relationship and facilitation by the instructor ( Boling, Hough, Krinsky, Saleem, & Stevens, 2011; Jackson, Jones, & Rodriguez, 2010 ), (b) student-student interaction and collaboration ( Abrami, Bernard, Bures, Borokhovski, & Tamim, 2010; McGlone, 2011 ), (c) reflection by the learner to tie new learning to existing experience ( Ali & Ahmad, 2011; Cacciamani, Cesareni, Martini, Ferrini, & Fujita, 2012; Ruey, 2010 ), (d) development of a sense of community among participants ( Karge, Phillips, Dodson, & McCabe, 2011; Ke & Xie, 2009; Tallent-Runnels et al., 2006 <span style="font-family: "Times New Roman",Times,serif; font-size: 120%;">), (e) the need for an immediate real-world application of learning ( <span style="font-family: "Times New Roman",Times,serif; font-size: 90%;">Ke & Xie, 2009; Keengwe & Georgina, 2011; Zemke & Zemke, 1995 <span style="font-family: "Times New Roman",Times,serif; font-size: 120%;">), and (f) student motivation ( <span style="font-family: "Times New Roman",Times,serif; font-size: 90%;">Abrami et al., 2010; Kenner & Weinerman, 2011; Omar, Kalulu, & Belmasrour, 2011 <span style="font-family: "Times New Roman",Times,serif; font-size: 120%;">). All of these characteristics of successful online learning are included in the theory of andragogy as set forth by Knowles (1984), with the exception of reflection ( <span style="font-family: "Times New Roman",Times,serif; font-size: 90%;">Abela, 2009 <span style="font-family: "Times New Roman",Times,serif; font-size: 120%;">). A number of studies have demonstrated that as these characteristics are included and emphasized in online learning the performance, participation, and satisfaction of adult learners increases ( <span style="font-family: "Times New Roman",Times,serif; font-size: 90%;">Watts, 2012 <span style="font-family: "Times New Roman",Times,serif; font-size: 120%;">).

<span style="font-family: "Times New Roman",Times,serif; font-size: 120%;">Statement of the Problem
<span style="font-family: "Times New Roman",Times,serif; font-size: 120%;">The largest factor of dissatisfaction in adult online learning is the lack of face-to-face interaction by the learner with the facilitator or other learners ( <span style="font-family: "Times New Roman",Times,serif; font-size: 90%;">Alshare, Freeze, Lane, & Wen, 2011; Boling et al., 2011; Donavant, 2009; Pigliapoco & Bogliolo, 2008 <span style="font-family: "Times New Roman",Times,serif; font-size: 120%;">). Dissatisfaction culminates in higher dropout rates ( <span style="font-family: "Times New Roman",Times,serif; font-size: 90%;">Al-Fahad, 2010; Pigliapoco & Bogliolo, 2008 <span style="font-family: "Times New Roman",Times,serif; font-size: 120%;">), decreased motivation to learn ( <span style="font-family: "Times New Roman",Times,serif; font-size: 90%;">Omar et al., 2011; Park & Choi, 2009 <span style="font-family: "Times New Roman",Times,serif; font-size: 120%;">), less participation, and consequently, less learning ( <span style="font-family: "Times New Roman",Times,serif; font-size: 90%;">Jackson et al., 2010; Martinez‐Caro, 2009; Shea, Fredericksen, & Pickett, 2006; Zemke & Zemke, 1995 <span style="font-family: "Times New Roman",Times,serif; font-size: 120%;">). A positive relationship has been demonstrated between online participation and learning performance ( <span style="font-family: "Times New Roman",Times,serif; font-size: 90%;">Huang, Lin, & Huang, 2012; Martinez‐Caro, 2009; Pelz, 2010; Ruey, 2010 <span style="font-family: "Times New Roman",Times,serif; font-size: 120%;">), as well as between learning performance and student satisfaction in online courses ( <span style="font-family: "Times New Roman",Times,serif; font-size: 90%;">Ali & Ahmad, 2011; Chen & Lien, 2011; Ferguson & DeFelice, 2010; Kozub, 2010; Martinez-Caro, 2009 <span style="font-family: "Times New Roman",Times,serif; font-size: 120%;">). There is, however, little empirical research regarding adult professional development or appropriate techniques for teaching and engaging non-traditional learners ( <span style="font-family: "Times New Roman",Times,serif; font-size: 90%;">Donavant, 2009 <span style="font-family: "Times New Roman",Times,serif; font-size: 120%;">), or on appropriate modes of interaction in learning management systems ( <span style="font-family: "Times New Roman",Times,serif; font-size: 90%;">So & Bonk, 2010 <span style="font-family: "Times New Roman",Times,serif; font-size: 120%;">). The specific problem is to investigate means of improving the learning experience of online professional development learners by identifying factors that increase learner satisfaction, in-class participation, and perceived learning ( <span style="font-family: "Times New Roman",Times,serif; font-size: 90%;">Watts, 2012 <span style="font-family: "Times New Roman",Times,serif; font-size: 120%;">).

<span style="font-family: "Times New Roman",Times,serif; font-size: 120%;">Purpose of the Study
<span style="font-family: "Times New Roman",Times,serif; font-size: 120%;">The purpose of this descriptive, qualitative case study is to gain an in-depth understanding of the various factors that increase the learner satisfaction, in-class participation, and perceived learning of adult online professional development learners ( <span style="color: #000000; font-family: "Times New Roman",Times,serif; font-size: 90%;">Bennett, Bishop, Dalgarno, Waycott, & Kennedy, 2012; Yin, 2009).* 1 <span style="font-family: "Times New Roman",Times,serif; font-size: 120%;"> This case study will <span style="font-family: "Times New Roman",Times,serif; font-size: 120%; text-decoration: line-through;">study <span style="color: #ff0000; font-family: "Times New Roman",Times,serif; font-size: 120%;">explore <span style="font-family: "Times New Roman",Times,serif; font-size: 120%;"> an online instructor-led professional development environment in two phases. In the first phase, historical data from course evaluations <span style="font-family: "Times New Roman",Times,serif; font-size: 120%; text-decoration: line-through;">are available and <span style="font-family: "Times New Roman",Times,serif; font-size: 120%;">will be analyzed by course to determine factors that students indicate will enhance or improve their satisfaction or perceived learning ( <span style="font-family: "Times New Roman",Times,serif; font-size: 90%;">George & Bennett, 2005; Merriam, 1998 <span style="font-family: "Times New Roman",Times,serif; font-size: 120%;">).* 2 <span style="font-family: "Times New Roman",Times,serif; font-size: 120%;">Information from two open-ended questions on the evaluation (Would you recommend training to others? Why or why not? and Suggest how we could improve your satisfaction with the course, will be analyzed and categorized to cluster factors of satisfaction and dissatisfaction. In the second phase, twelve to fifteen randomly <span style="color: #0000ff; font-family: "Times New Roman",Times,serif; font-size: 120%;">*3 <span style="font-family: "Times New Roman",Times,serif; font-size: 120%;"> selected learners will be interviewed over the phone or by Skype to validate or contradict the factors identified in phase one, and to more fully explore factors that would increase their learner satisfaction, in-class participation, and perceived learning in online professional development classes. ==<span style="font-family: "Times New Roman",Times,serif; font-size: 120%;">Research Questions <span style="color: #0000ff; font-family: "Times New Roman",Times,serif; font-size: 120%;">*4 == <span style="font-family: "Times New Roman",Times,serif; font-size: 120%;">**Q1**. What factors do students <span style="color: #0000ff; font-family: "Times New Roman",Times,serif; font-size: 120%;">*5 <span style="font-family: "Times New Roman",Times,serif; font-size: 120%;"> identify as increasing satisfaction in an online professional development course? <span style="font-family: "Times New Roman",Times,serif; font-size: 120%;">**Q2.** What factors do students identify as increasing their in-class participation in an online professional development course? <span style="font-family: "Times New Roman",Times,serif; font-size: 120%;">**Q3.** What factors do students identify as increasing perceived learning in an online professional development course? <span style="font-family: "Times New Roman",Times,serif; font-size: 120%;">**Q4.** What factors do students identify as decreasing satisfaction in an online professional development course? <span style="font-family: "Times New Roman",Times,serif; font-size: 120%;">**Q5.** What factors do students identify as decreasing their in-class participation in an online professional development course? <span style="font-family: "Times New Roman",Times,serif; font-size: 120%;">**Q6.** What factors do students identify as decreasing perceived learning in an online professional development course? =<span style="font-family: "Times New Roman",Times,serif; font-size: 120%;">Explanation = <span style="font-family: "Times New Roman",Times,serif; font-size: 120%;">A descriptive, qualitative case study <span style="color: #ff0000; font-family: "Times New Roman",Times,serif; font-size: 120%;">design <span style="font-family: "Times New Roman",Times,serif; font-size: 120%;"> is most appropriate for this study because it allows the combining of data from a number of sources ( <span style="font-family: "Times New Roman",Times,serif; font-size: 90%;">Boling et al., 2011; Burian, Rogerson, & Maffei, 2010; Scagnoli, Buki, & Johnson, 2009 <span style="font-family: "Times New Roman",Times,serif; font-size: 120%;">), especially large amounts of historical data to determine specific factors contributing to satisfaction and dissatisfaction of learners within professional development courses, along with factors that may increase or decrease in-class participation and perceived learning. After this data has been mined and analyzed, corroborative interviews will be conducted to determine whether current learners mention the same factors in a phone or Skype interview, or if they identify additional factors. Personal interviews are valuable when an in-depth exploration of participant’s experience or opinions need to be investigated ( <span style="font-family: "Times New Roman",Times,serif; font-size: 90%;">Creswell, 2009; Petty, Oliver, & Stew, 2012 <span style="font-family: "Times New Roman",Times,serif; font-size: 120%;">). The number of interviews will be determined through a process of triangulation, stopping when the investigation reaches saturation; when additional interviews reveal no additional information or meaning units. <span style="color: #0000ff; font-family: "Times New Roman",Times,serif; font-size: 120%;">*6 <span style="font-family: "Times New Roman",Times,serif; font-size: 120%;"> Case studies provide the ability to gain great depth of information with a small sample size ( <span style="font-family: "Times New Roman",Times,serif; font-size: 90%;">Belzer, 2004; Yin, 2002 <span style="font-family: "Times New Roman",Times,serif; font-size: 120%;">). =<span style="font-family: "Times New Roman",Times,serif; font-size: 120%;">Discussion = <span style="font-family: "Times New Roman",Times,serif; font-size: 120%;">Qualitative studies have many advantages and a few disadvantages over quantitative designs. The most noted disadvantages <span style="color: #ff0000; font-family: "Times New Roman",Times,serif; font-size: 120%;">*7 <span style="font-family: "Times New Roman",Times,serif; font-size: 120%;"> of qualitative studies, especially case studies, are; (a) <span style="color: #0000ff; font-family: "Times New Roman",Times,serif; font-size: 120%;">*8 <span style="font-family: "Times New Roman",Times,serif; font-size: 120%;"> their small sample size ( <span style="font-family: "Times New Roman",Times,serif; font-size: 90%;">Armstrong & Thornton, 2012; Belzer, 2004; Yu & Ohlund, 2010 <span style="font-family: "Times New Roman",Times,serif; font-size: 120%;">), <span style="color: #0000ff; font-family: "Times New Roman",Times,serif; font-size: 120%;">*9 <span style="font-family: "Times New Roman",Times,serif; font-size: 120%;"> (b) the lack of control or manipulation of important constructs ( <span style="font-family: "Times New Roman",Times,serif; font-size: 90%;">Yu & Ohlund, 2010 <span style="color: #0000ff; font-family: "Times New Roman",Times,serif; font-size: 120%;">),*10 <span style="font-family: "Times New Roman",Times,serif; font-size: 120%;"> (c) the inability to generalize findings to a population ( <span style="font-family: "Times New Roman",Times,serif; font-size: 90%;">Armstrong & Thornton, 2012; Ellis & Levy, 2011; Falloon, 2011 <span style="font-family: "Times New Roman",Times,serif; font-size: 120%;">), (d) the many potential threats to internal validity through history, selection, mortality, and maturation ( <span style="font-family: "Times New Roman",Times,serif; font-size: 90%;">Yu & Ohlund, 2010 <span style="font-family: "Times New Roman",Times,serif; font-size: 120%;">), <span style="color: #0000ff; font-family: "Times New Roman",Times,serif; font-size: 120%;">*11 <span style="font-family: "Times New Roman",Times,serif; font-size: 120%;"> and (e) they are time consuming ( <span style="font-family: "Times New Roman",Times,serif; font-size: 90%;">Armstrong & Thornton, 2012; Jackson, 2012; Leedy & Ormrod, 2010 <span style="font-family: "Times New Roman",Times,serif; font-size: 120%;">). These limitations exist for case studies but are not generally of importance, since most case studies are conducted for reasons that mitigate them. <span style="color: #0000ff; font-family: "Times New Roman",Times,serif; font-size: 120%;">*12 <span style="font-family: "Times New Roman",Times,serif; font-size: 120%;"> The number one reason to conduct a case study is to study a particular phenomenon intensively ( <span style="font-family: "Times New Roman",Times,serif; font-size: 90%;">Falloon, 2011 <span style="font-family: "Times New Roman",Times,serif; font-size: 120%;">) and in-depth ( <span style="font-family: "Times New Roman",Times,serif; font-size: 90%;">Belzer, 2004; Bennett et al., 2012; Sinclair, 2009 <span style="font-family: "Times New Roman",Times,serif; font-size: 120%;">); to ferret out ( <span style="font-family: "Times New Roman",Times,serif; font-size: 90%;">Burian et al., 2010 <span style="font-family: "Times New Roman",Times,serif; font-size: 120%;">) and describe ( <span style="font-family: "Times New Roman",Times,serif; font-size: 90%;">Ellis & Levy, 2011; Sinclair, 2009 <span style="font-family: "Times New Roman",Times,serif; font-size: 120%;">) <span style="color: #0000ff; font-family: "Times New Roman",Times,serif; font-size: 120%;">*13 <span style="font-family: "Times New Roman",Times,serif; font-size: 120%;"> the intricate details ( <span style="font-family: "Times New Roman",Times,serif; font-size: 90%;">Boling et al., 2011 <span style="font-family: "Times New Roman",Times,serif; font-size: 120%;">) in a naturalistic setting ( <span style="font-family: "Times New Roman",Times,serif; font-size: 90%;">Bennett et al., 2012; Ke, 2010 <span style="font-family: "Times New Roman",Times,serif; font-size: 120%;">), within a specific context ( <span style="font-family: "Times New Roman",Times,serif; font-size: 90%;">Bennett et al., 2012; Harlow, 2009; Yin, 2009 <span style="font-family: "Times New Roman",Times,serif; font-size: 120%;">) that might be missed using other designs ( <span style="font-family: "Times New Roman",Times,serif; font-size: 90%;">Boling et al., 2011; Falloon, 2011 <span style="font-family: "Times New Roman",Times,serif; font-size: 120%;">). Gunawardena, Linder-VanBerschot, LaPointe, and Rao (2010) identified the need in professional development to conduct more “ <span style="color: #0000ff; font-family: "Times New Roman",Times,serif; font-size: 120%;">inferential and naturalistic studies that examine learner characteristics and variables in the online education process <span style="font-family: "Times New Roman",Times,serif; font-size: 120%;">” ( p. 208 <span style="font-family: "Times New Roman",Times,serif; font-size: 120%;">). Case studies epitomize holistic analysis ( <span style="font-family: "Times New Roman",Times,serif; font-size: 90%;">Boling et al., 2011; Liu, Liu, Lee, & Magjuka, 2010 <span style="font-family: "Times New Roman",Times,serif; font-size: 120%;">) and engender deeper understanding ( <span style="font-family: "Times New Roman",Times,serif; font-size: 90%;">Falloon, 2011; Sinclair, 2009 <span style="font-family: "Times New Roman",Times,serif; font-size: 120%;">) of a phenomenon so that theory may be affirmed or developed ( <span style="font-family: "Times New Roman",Times,serif; font-size: 90%;">Harlow, 2009; Leedy & Ormrod, 2010 <span style="font-family: "Times New Roman",Times,serif; font-size: 120%;">). Burian et al. (2010) emphasized that case studies are about discovery and exploration of an explicit, context-specific <span style="color: #0000ff; font-family: "Times New Roman",Times,serif; font-size: 120%;">*14 <span style="font-family: "Times New Roman",Times,serif; font-size: 120%;"> phenomenon that can be used to identify trends and themes. Several authors noted that an advantage of using case studies in research is that multiple data collection methods are available and often used in combination ( <span style="font-family: "Times New Roman",Times,serif; font-size: 90%;">Boling et al., 2011; Burian et al., 2010; Falloon, 2011; Ke, 2010; Oncu & Cakir, 2011; Scagnoli et al., 2009; Yin, 2009 <span style="font-family: "Times New Roman",Times,serif; font-size: 120%;">), such as interviews ( <span style="font-family: "Times New Roman",Times,serif; font-size: 90%;">Belzer, 2004; Burian et al., 2010; Ke, 2010; Scagnoli et al., 2009 <span style="font-family: "Times New Roman",Times,serif; font-size: 120%;">), observation ( <span style="font-family: "Times New Roman",Times,serif; font-size: 90%;">Burian et al., 2010; Scagnoli et al., 2009 <span style="font-family: "Times New Roman",Times,serif; font-size: 120%;">), focus groups ( <span style="font-family: "Times New Roman",Times,serif; font-size: 90%;">Burian et al., 2010; Sinclair, 2009 <span style="font-family: "Times New Roman",Times,serif; font-size: 120%;">), and artifact or document analysis ( <span style="font-family: "Times New Roman",Times,serif; font-size: 90%;">Ke, 2010; Scagnoli et al., 2009 <span style="font-family: "Times New Roman",Times,serif; font-size: 120%;">). =<span style="font-family: "Times New Roman",Times,serif; font-size: 120%;">Conclusion = <span style="font-family: "Times New Roman",Times,serif; font-size: 120%;">The purpose of this descriptive, qualitative case study is to gain an in-depth understanding of the various factors that may increase the learner satisfaction, in-class participation, and perceived learning of adult online professional development learners. This case study will be conducted in two phases. Phase one will consist of a historical analysis of course evaluations for the representative sample, adult online professional development learners, to determine factors that may increase learner satisfaction, in-class participation, and perceived learning. Phase two will consist of twelve to fifteen interviews of randomly selected learners to corroborate the findings of phase one, while seeking to determine whether there are more factors that should be included. The number of interviews will be determined by when saturation, the point when no additional information is forthcoming, is reached.

<span style="color: #ff0000; font-family: "Comic Sans MS",cursive; font-size: 110%;">1 Typically, no citation is used in this ‘purpose statement sentence’… <span style="color: #ff0000; font-family: "Comic Sans MS",cursive; font-size: 110%;">2 Why be this item-specific from the beginning for a qual study?...what if it was…purpose of this qualitative case study is to explore how adult learners perceive satisfactory experiences in an online professional development course…would this get at the same sort of study you are thinking of?...the wording of it can be more open-ended which avoids being ‘locked into’ specific items…just a thought… <span style="color: #ff0000; font-family: "Comic Sans MS",cursive; font-size: 110%;">3 Why randomly in this qual study?...why not purposeful sampling?...if purposeful sampling, what would be your sample criteria and why? <span style="color: #ff0000; font-family: "Comic Sans MS",cursive; font-size: 110%;">4 how about a RQ on how students define satisfaction?... <span style="color: #ff0000; font-family: "Comic Sans MS",cursive; font-size: 110%;">Also, instead of these many questions, you can likely revise such that a question captures the core gist and then have interview questions that cover more concrete elements thereof…for instance, Q1 can be: What are student perceptions of contributing factors for satisfactory experiences in an online professional development course?...then, as part of interview protocol, you can list more specific items of in-class participation, perceived learning dynamics, etc. <span style="color: #ff0000; font-family: "Comic Sans MS",cursive; font-size: 110%;">Moreover, another RQ can be: What are student perceptions of contributing factors for dissatisfactory experiences in an online professional development course?...then the interview protocol can follow suit…does this make sense? <span style="color: #ff0000; font-family: "Comic Sans MS",cursive; font-size: 110%;">5 Above you use ‘learner’…as this may be an adult ed study, the term ‘learner’ may be preferred, as ‘student’ is a rather loaded term in adult ed discourses J <span style="color: #ff0000; font-family: "Comic Sans MS",cursive; font-size: 110%;">6 Yes, I concur…yet, a general forecast sample size should be mentioned in range (9-11 or 10-12 or approximately 14) and then the clause can be added…or until saturation is reached… <span style="color: #ff0000; font-family: "Comic Sans MS",cursive; font-size: 110%;">7 …this can be argued as being relative contingent upon study aims… <span style="color: #ff0000; font-family: "Comic Sans MS",cursive; font-size: 110%;">8 Just a writing tip: sometimes a list as this is useful; however, sometimes such a listing can be a burden to read as reading flow is obstructed…thus, it is better to put the content in a more narrative form, separated into sentence that simply explain what you are listing here…thanks <span style="color: #ff0000; font-family: "Comic Sans MS",cursive; font-size: 110%;">9 This is a disadvantage if aim of a study is to be able to generalize findings…many qual studies do not aim for such generalization… <span style="color: #ff0000; font-family: "Comic Sans MS",cursive; font-size: 110%;">10 This would be a disadvantage if aim of a study is to arrive at causal factors, etc….qual studies commonly do not strive after causality, but rather descriptive presentations of select phenomena may take precedence… <span style="color: #ff0000; font-family: "Comic Sans MS",cursive; font-size: 110%;">11 These are similar ‘threats’ of quant, no? <span style="color: #ff0000; font-family: "Comic Sans MS",cursive; font-size: 110%;">12 yes <span style="color: #ff0000; font-family: "Comic Sans MS",cursive; font-size: 110%;">13 again, as suggestion, to interstitially cite like this obstructs reading flow…though I do appreciate your numerous citations, the ‘when’ and intervals of citations can be somewhat spread apart a bit more…hope this makes sense, thanks <span style="color: #ff0000; font-family: "Comic Sans MS",cursive; font-size: 110%;">14 yes, one that can be ‘bounded’…contained, as it were…


 * = References ||
 * * Abela, J. (2009). Adult learning theories and medical education: A review. //Malta Medical Journal, 21//(1), 11-18. Retrieved from http://www.um.edu.mt/umms/mmj/PDF/234.pdf
 * Abrami, P. C., Bernard, R. M., Bures, E. M., Borokhovski, E., & Tamim, R. (2010, July). //Interaction in distance education and online learning: Using evidence and theory to improve practice//. The Evolution from Distance Education to Distributed Learning. Symposium conducted at Memorial Union Biddle Hotel, Bloomington, IN. http://dx.doi.org/10.1007/s12528-011-9043-x
 * Al-Fahad, F. N. (2010). The learners’ satisfaction toward online e-learning implemented in the college of applied studies and community service, King Saud University, Saudi Arabia: Can e-learning replace the conventional system of education? //Turkish Online Journal of Distance Education (TOJDE), 11//(2), 61-72. Retrieved from https://tojde.anadolu.edu.tr/
 * Ali, A., & Ahmad, I. (2011). Key factors for determining students’ satisfaction in distance learning courses: A study of Allama Iqbal Open University. //Contemporary Educational Technology, 2//(2), 118-134. Retrieved from http://cedtech.net/
 * Alshare, K. A., Freeze, R. D., Lane, P. L., & Wen, H. J. (2011). The impacts of system and human factors on online learning systems use and learner satisfaction. //Decision Sciences: Journal of Innovative Education, 9//(3), 437-461. http://dx.doi.org/10.1111/j.1540-4609.2011.00321.x
 * Armstrong, A., & Thornton, N. (2012). Incorporating Brookfield's discussion techniques synchronously into aynchronous online course. //Quarterly Review of Distance Education, 13//(1), 1-9. Retrieved from http://www.readperiodicals.com/201204/2738939541.html
 * Belzer, A. (2004). “It's not like normal school”: The role of prior learning contexts in adult learning. //Adult Education Quarterly, 55//(1), 41-59. http://dx.doi.org/10.1177/0741713604268893
 * Bennett, S., Bishop, A., Dalgarno, B., Waycott, J., & Kennedy, G. (2012). Implementing Web 2.0 technologies in higher education: A collective case study. //Computers & Education, 59//, 524-534. http://dx.doi.org/10.1016/j.compedu.2011.12.022
 * Boling, E. C., Hough, M., Krinsky, H., Saleem, H., & Stevens, M. (2011). Cutting the distance in distance education: Perspectives on what promotes positive, online learning experiences. //Internet and Higher Education, 14//. http://dx.doi.org/10.1016/j.iheduc.2011.11.006
 * Burian, P. E., Rogerson, L., & Maffei, F. R. III. (2010). The research roadmap: A primer to the approach and process. //Contemporary Issues in Education Research, 3//(8), 43-57. Retrieved from http://journals.cluteonline.com/index.php/CIER
 * Cacciamani, S., Cesareni, D., Martini, F., Ferrini, T., & Fujita, N. (2012). Influence of participation, facilitator styles, and metacognitive reflection on knowledge building in online university courses. //Computers & Education, 58//, 874-884. http://dx.doi.org/10.1016/j.compedu.2011.10.019
 * Cercone, K. (2008). Characteristics of adult learners with implications for online learning design. //Association for the Advancement of Computing in Education Journal (AACE), 16//(2), 137-159. Retrieved from http://www.editlib.org/j/AACEJ
 * Chen, L.-C., & Lien, Y.-H. (2011). Using author co-citation analysis to examine the intellectual structure of e-learning: A MIS perspective. //Scientometrics, 89//, 867-886. http://dx.doi.org/10.1007/s11192-011-0458-y
 * Creswell, J. W. (2009). //Research design: Qualitative, quantitative, and mixed methods approaches// (3rd ed.). Thousand Oaks, CA: SAGE.
 * Donavant, B. W. (2009). The new, modern practice of adult education: Online instruction in a continuing professional education setting. //Adult Education Quarterly, 59//(3), 227-245. http://dx.doi.org/10.1177/0741713609331546
 * Ellis, T. J., & Levy, Y. (2011). Framework of problem-based research: A guide for novice researchers on the development of a research-worthy problem. //Informing Science: The International Journal of an Emerging Transdisciplinie, 11//(1), 17-33. Retrieved from http://inform.nu/Articles/Vol11/ISJv11p017-033Ellis486.pdf
 * Falloon, G. (2011). Making the connection: Moore's theory of transactional distance and its relevance to the use of a virtual classroom in postgraduate online teacher education. //Journal of Research on Technology in Education, 43//(3), 187-209. Retrieved from http://researchcommons.waikato.ac.nz/bitstream/handle/10289/5283/Making%20the%20Connection.pdf?sequence=1
 * Ferguson, J. M., & DeFelice, A. E. (2010). Length of online course and student satisfaction, perceived learning, and academic performance. //International Review of Research in Open and Distance Learning, 11//(2), 73-84. Retrieved from http://www.irrodl.org/index.php/irrodl
 * George, A. L., & Bennett, A. (2005). //Case studies and theory development in the social sciences//. Cambridge, MA: MIT Press.
 * Gunawardena, C. N., Linder-VanBerschot, J. A., LaPointe, D. K., & Rao, L. (2010). Predictors of learner satisfaction and transfer of learning in a corporate online education program. //The American Journal of Distance Education, 24//(1), 207-226. http://dx.doi.org/10.1080/08923647.2010.522919
 * Harlow, E. (2009). Contribution, theoretical. In A. J. Mills, G. Durepos, & E. Wiebe (Eds.), //Encyclopedia of Case Study Research// (pp. 237-239). Thousand Oaks, CA: SAGE.
 * Huang, E. Y., Lin, S. W., & Huang, T. K. (2012). What type of learning style leads to online participation in the mixed-mode e-learning environment? A study of software usage instruction. //Computers & Education, 58//(1), 338-349. http://dx.doi.org/10.1016/j.compedu.2011.08.003
 * Jackson, L. C., Jones, S. J., & Rodriguez, R. C. (2010). Faculty actions that result in student satisfaction in online courses. //Journal of Asynchronous Learning Networks, 14//(4), 78-96. Retrieved from http://jaln.sloanconsortium.org/index.php/jaln
 * Jackson, S. L. (2012). //Research methods and statistics: A critical thinking approach// (4th ed.). Belmont, CA: Wadsworth Cengage Learning.
 * Karge, B. D., Phillips, K. M., Dodson, T. J., & McCabe, M. (2011). Effective strategies for engaging adult learners. //Journal of College Teaching and Learning, 8//(12), 53-56. Retrieved from http://journals.cluteonline.com/index.php/TLC/article/view/6621
 * Ke, F. (2010). Examining online teaching, cognitive, and social presence for adult students. //Computers & Education, 55//, 808-820. http://dx.doi.org/10.1016/j.compedu.2010.03.013
 * Ke, F., & Xie, K. (2009). Toward deep learning for adult students in online courses. //Internet and Higher Education, 12//, 136-145. http://dx.doi.org/10.1016/j.iheduc.2009.08.001
 * Keengwe, J., & Georgina, D. (2012). The digital course training workshop for online learning and teaching. //Educational and Information Technologies, 17//, 365-379. http://dx.doi.org/10.1007/s10639-011-9164-x
 * Kenner, C., & Weinerman, J. (2011). Adult learning theory: Applications to nontraditional college students. //Journal of College Reading and Learning, 41//(2), 87-96. Retrieved from http://www.crla.net/journal.htm
 * Knowles, M. S. (1984). //Andragogy in action: Applying modern principles of adult learning//. San Francisco, CA: Jossey-Bass.
 * Kozub, R. M. (2010). An ANOVA analysis of the relationships between business students' learning styles and effectiveness of web based instruction. //American Journal of Business Education, 3//(3), 89-98. Retrieved from http://journals.cluteonline.com/index.php/AJBE
 * Leedy, P. D., & Ormrod, J. E. (2010). //Practical research: Planning and design//. Upper Saddle River, NJ: Merrill.
 * Liu, X., Liu, S., Lee, S.-H., & Magjuka, R. J. (2010). Cultural differences in online learning: International student perceptions. //Educational Technology and Society, 13//(3), 177-188. Retrieved from http://www.ifets.info/journals/13_3/16.pdf
 * Martinez-Caro, E. (2011). Factors affecting effectiveness in e-learning: An analysis in production management courses. //Computer Applications in Engineering Education, 19//(3), 572-581. http://dx.doi.org/10.1002/cae.20337
 * McGlone, J. R. (2011). Adult learning styles and on<span style="font-family: "Cambria Math","serif";">‐ line educational preference. //Research in// //Higher Education Journal, 12//, 1<span style="font-family: "Cambria Math","serif";">‐ 9. Retrieved from http://www.aabri.com/rhej.html
 * Merriam, S. B. (1998). //Qualitative research and case study application in education//. San Francisco, CA: Jossey-Bass.
 * Petty, N., Oliver, T., & Stew, G. (2012). Ready for a paradigm shift? Part 2: Introducing qualitative research methodologies and methods. //Manual Therapy//, //17,// 378-384. http://dx.doi.org/10.1016/j.math.2012.03.004
 * Ruey, S. (2010). A case study of constructivist instructional strategies for adult online learning. //British Journal of Educational Technology, 41//(5), 706-720. http://dx.doi.org/10.1111/j.1467-8535.2009.00965.x
 * Omar, A., Kalulu, D., & Belmasrour, R. (2011). Enhanced instruction: The future of e-learning. //International Journal of Education Research, 6//(1), 21-37. Retrieved from http://www.journals.elsevier.com/international-journal-of-educational-research/
 * Oncu, S., & Cakir, H. (2011). Research in online learning environments: Priorities and methodologies. //Computers and Education, 57//, 1098-1108. http://dx.doi.org/10.1016/j.compedu.2010.12.009
 * Park, J.-H., & Choi, H. J. (2009). Factors influencing adult learners’ decision to drop out or persist in online learning. //Journal of Educational Technology & Society, 12//(4), 207-217. Retrieved from http://www.ifets.info/journals/12_4/18.pdf
 * Pelz, B. (2010). (My) three principles of effective online pedagogy. //Journal of Asynchronous Learning Networks, 14//(1), 103-116. Retrieved from http://sloanconsortium.org/publications/jaln_main
 * Pigliapoco, E. E., & Bogliolo, A. A. (2008). The effects of psychological sense of community in online and face-to-face academic courses. //International Journal of Emerging Technologies in Learning, 3//(4), 60-69. Retrieved from http://www.online-journals.org/i-jet
 * Ruey, S. (2010). A case study of constructivist instructional strategies for adult online learning. //British Journal of Educational Technology, 41//(5), 706-720. http://dx.doi.org/10.1111/j.1467-8535.2009.00965.x
 * Scagnoli, N. I., Buki, L. P., & Johnson, S. D. (2009). The influence of online teaching on face-to-face teaching practices. //Journal of Asynchronous Learning Networks, 13//(2), 115-128. Retrieved from http://sloanconsortium.org/sites/default/files/v13n2_scagnoli_1.pdf
 * Shea, P., Fredericksen, E., & Pickett, A. (2006). Student satisfaction and perceived learning with on-line courses: Principles and examples from the SUNY learning network. //Journal of Asynchronous Learning Networks, 4//(2), 2-31. Retrieved from http://sloanconsortium.org/publications/jaln_main
 * Sinclair, A. (2009). Provocative pedagogies in e-learning: Making the invisible visible. //International Journal of Teaching and Learning in Higher Education, 21//(2), 197-209. Retrieved from ERIC Database. (EJ899306)
 * So, H.-J., & Bonk, C. J. (2010). Examining the roles of blended learning approaches in computer-supported collaborative learning (CSCL) environments: A Delphi study. //Educational Technology & Society//, //13//(3), 189–200. Retrieved from ERIC Database. (EJ899878)
 * Tallent-Runnels, M. K., Thomas, J. A., Lan, W. Y., Cooper, S., Ahern, T. C., Shaw, S. M., & Liu, X. (2006). Teaching courses online: A review of the research. //Review of Educational Research, 76//(1), 93-135. http://dx.doi.org/10.3102/00346543076001093
 * //Watts, S. W. (2012).// Technological tools impact on learning in online professional development courses//. Unpublished manuscript, Department of Education, Northcentral University,// //Prescott Valley, AZ. Retrieved from https://stevesncujourney.wikispaces.com/file/view/WattsSEDU7006-8-8Graded.docx//
 * Yin, R. K. (2009). //Case study research: Design and methods// (4th ed.). Thousand Oaks, CA: SAGE.
 * Yu, C.-H., & Ohlund, B. (2010). //Threats to validity of research design//. Retrieved from http://www.creative-wisdom.com/teaching/WBI/threat.shtml
 * Zemke, R., & Zemke, S. (1995). Adult learning: What do we know for sure? //Training, 32//, 69-82. Retrieved from ERIC Database. (ED504481) ||