Additional+papers

Not all of my annotated bibliographies are as complete or extensive as I would like them to be, but I have found that they are exceedingly useful. So, as I create them, I am going to place them here. After the Concept Paper, annotated bibliographies will not be included as part of any continuing assignments, but the information garnered in them is useful throughout the program. (Not all of the articles below have annotated bibliographies. Now that I am passed the Concept Paper phase, I don't expect to write any more - but the articles below are helpful to my field of eLearning and are among the ones I will be using in my dissertation.)


 * ~ Author(s) ||~  ||~ Title ||~   ||~ Year ||~   ||~ Bibliography ||
 * Abrami, P. C., Bernard, R. M., Bures, E. M., Borokhovski, E., & Tamim, R. ||  || Interaction in distance education and online learning: Using evidence and theory to improve practice. The Evolution from Distance Education to Distributed Learning. ||   || 2010 ||   || ANNOTATED BIBLIOGRAPHY ||
 * Alshare, K. A., Freeze, R. D., Lane, P. L., & Wen, H. J. ||  || The impacts of system and human factors on online learning systems use and learner satisfaction. ||   || 2011 ||   || ANNOTATED BIBLIOGRAPHY ||
 * Anderson, C. ||  || Barriers and enabling factors in online teaching. ||   || 2008 ||   || ANNOTATED BIBLIOGRAPHY ||
 * Baran, E., Correia, A., & Thompson, A. ||  || Transforming online teaching practice: Critical analysis of the literature on the roles and competencies of online teachers. ||   || 2011 ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">ANNOTATED BIBLIOGRAPHY ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Barlow, D. H., & Hayes, S. C. ||  || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Alternating treatments design: One strategy for comparing the effects of two treatments in a single subject. ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">1979 ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 15.6px;">ANNOTATED BIBLIOGRAPHY ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Behar, P. ||  || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Constructing pedagogical models for e-learning. ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">2011 ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 15.6px;">ANNOTATED BIBLIOGRAPHY ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Bell, F. ||  || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Connectivism: Its place in theory-informed research and innovation in technology-enabled learning. ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 15.6px;">2011 ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 15.6px;">ANNOTATED BIBLIOGRAPHY ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Bhuasiri, W., Xaymoungkhoun, O., Zo, H., Rho, J. J., & Ciganek, A. P. ||  || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Critical success factors for e-learning in developing countries: A comparative analysis between ICT experts and faculty. ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 15.6px;">2011 ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 15.6px;">ANNOTATED BIBLIOGRAPHY ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Blanchard, R. D., Hinchey, K. T., & Bennett, E. E. ||  || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Literature review of residents as teachers from an adult learning perspective. ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">2011 ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">ANNOTATED BIBLIOGRAPHY ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Boling, E. C., Hough, M., Krinsky, H., Saleem, H., & Stevens, M. ||  || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Cutting the distance in distance education: Perspectives on what promotes positive, online learning experiences. ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">2011 ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">ANNOTATED BIBLIOGRAPHY ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Bradford, G. R. ||  || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">A relationship study of student satisfaction with learning online and cognitive load: Initial results. ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">2011 ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 15.6px;">ANNOTATED BIBLIOGRAPHY ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Bradley, J. ||  || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Promoting and supporting authentic online conversations - which comes first - the tools or instructional design? ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">2009 ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">ANNOTATED BIBLIOGRAPHY ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Burian, P. E., Rogerson, L., & Maffei, F. R. III. ||  || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The research roadmap: A primer to the approach and process. ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 15.6px;">2010 ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 15.6px;">ANNOTATED BIBLIOGRAPHY ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Bye, D., Pushkar, D., & Conway, M. ||  || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Motivation, interest, and positive affect in traditional and nontraditional undergraduate students. ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">2007 ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">ANNOTATED BIBLIOGRAPHY ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Cabrera-Lozoya, A., Cerdan, F., Cano, M.-D., Garcia-Sanchez, D., & Lujan, S. ||  || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Unifying heterogeneous e-learning modalities in a single platform: CADI, a case study. ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">2012 ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 15.6px;">ANNOTATED BIBLIOGRAPHY ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Cacciamani, S., Cesareni, D., Martini, F., Ferrini, T., & Fujita, N. ||  || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Influence of participation, facilitator styles, and metacognitive reflection on knowledge building in online university courses. ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 15.6px;">2012 ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 15.6px;">ANNOTATED BIBLIOGRAPHY ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Cercone, K. ||  || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Characteristics of adult learners with implications for online learning design. ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 15.6px;">2008 ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 15.6px;">ANNOTATED BIBLIOGRAPHY ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Chavez, C. I., Ferris, W. P., & Gibson, L. A. ||  || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Predicting values and beliefs: Learning that can last. ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">2011 ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 15.6px;">ANNOTATED BIBLIOGRAPHY ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Chen, L.-C., & Lien, Y.-H. ||  || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Using author co-citation analysis to examine the intellectual structure of e-learning: A MIS perspective. ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">2011 ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">ANNOTATED BIBLIOGRAPHY ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Chyung, S. Y., & Vachon, M. ||  || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">An investigation of the profiles of satisfying and dissatisfying factors in e-learning. ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">2005 ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 15.6px;">ANNOTATED BIBLIOGRAPHY ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Crawford-Ferre, H., & Wiest, L. R. ||  || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Effective online instruction in higher education. ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 15.6px;">2012 ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 15.6px;">ANNOTATED BIBLIOGRAPHY ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Desai, M. S., Hart, J., & Richards, T. C . ||  || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">E-learning: Paradigm shift in education. ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 15.6px;">2008 ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 15.6px;">ANNOTATED BIBLIOGRAPHY ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Diaz, L. A., & Entonado, F. B. ||  || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Are the functions of teachers in e-learning and face-to-face learning environments really different? ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">2009 ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 15.6px;">ANNOTATED BIBLIOGRAPHY ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Dibiase, D., & Kidwai, K. ||  || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Wasted on the young? Comparing the performance and attitudes of younger and older US adults in an online class on geographic information. ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 15.6px;">2010 ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 15.6px;">ANNOTATED BIBLIOGRAPHY ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Dimitrov, D. M., & Rumrill, P. D. Jr. ||  || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Pretest-posttest designs and measurement of change. ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">2003 ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 15.6px;">ANNOTATED BIBLIOGRAPHY ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Donavant, B. W. ||  || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The new, modern practice of adult education: Online instruction in a continuing professional education setting. ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">2009 ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">ANNOTATED BIBLIOGRAPHY ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Dziuban, C., & Moskal, P. ||  || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">A course is a course is a course: Factor invariance in student evaluation of online, blended and face-to-face learning environments . ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">2011 ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 15.6px;">ANNOTATED BIBLIOGRAPHY ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Edgington, E. S. ||  || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Statistical inference and nonrandom samples. ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">1966 ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 15.6px;">ANNOTATED BIBLIOGRAPHY ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Ellis, T. J., & Levy, Y. ||  || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Framework of problem-based research: A guide for novice researchers on the development of a research-worthy problem. ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">2011 ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 15.6px;">ANNOTATED BIBLIOGRAPHY ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Ferguson, J. M., & DeFelice, A. E. ||  || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Length of online course and student satisfaction, perceived learning, and academic performance. ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">2010 ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">ANNOTATED BIBLIOGRAPHY ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Fidishun, D. ||  || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Andragogy and technology: Integrating adult learning theory as we teach with technology. ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">2011 ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 15.6px;">ANNOTATED BIBLIOGRAPHY ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Gonzalez-Gomez, F., Guardiola, J., Rodriguez, O. M., & Alonso, M. A. M. ||  || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Gender differences in e-learning satisfaction. ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 15.6px;">2012 ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 15.6px;">ANNOTATED BIBLIOGRAPHY ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Gorges, J. & Kandler, C. ||  || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Adults' learning motivation: Expectancy of success, value, and the role of affective memories. ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 15.6px;">2012 ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 15.6px;">ANNOTATED BIBLIOGRAPHY ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Greenhoot, A. F. ||  || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Design and analysis of experimental and quasi-experimental investigations. ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">2003 ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 15.6px;">ANNOTATED BIBLIOGRAPHY ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Guilbaud, P., & Jerome-D’Emilia, B. ||  || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Adult instruction & online learning: Towards a systematic instruction framework. ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 15.6px;">2008 ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 15.6px;">ANNOTATED BIBLIOGRAPHY ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Gunawardena, C. N., Linder-VanBerschot, J. A., LaPointe, D. K., & Rao, L. ||  || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Predictors of learner satisfaction and transfer of learning in a corporate online education program. ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">2010 ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">ANNOTATED BIBLIOGRAPHY ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Harlow, E. ||  || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Contribution, theoretical. ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">2009 ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 15.6px;">ANNOTATED BIBLIOGRAPHY ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Harper, L., & Ross, J. ||  || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">An application of Knowles' theories of adult education to an undergraduate interdisciplinary studies degree program. ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">2011 ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 15.6px;">ANNOTATED BIBLIOGRAPHY ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Haythornthwaite, C., Bruce, B. C., Andrews, R., Kazmer, M. M., Montague, R.-A., & Preston, C ||  || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Theories and models of and for online learning. ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 15.6px;">2007 ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 15.6px;">ANNOTATED BIBLIOGRAPHY ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Hodge, P., Wright, S., Barraket, J., Scott, M., Melville, R., & Richardson, S. ||  || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Revisiting 'how we learn' in academia: Practice-based learning exchanges in three Australian universities. ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">2011 ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 15.6px;">ANNOTATED BIBLIOGRAPHY ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Holton, E., Wilson, L., & Bates, R. A ||  || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Toward development of a generalized instrument to measure andragogy. ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">2009 ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 15.6px;">ANNOTATED BIBLIOGRAPHY ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Hrastinski, S., & Jaldemark, J. ||  || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">How and why do students of higher education participate in online seminars? ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 15.6px;">2012 ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 15.6px;">ANNOTATED BIBLIOGRAPHY ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Huang, E. Y., Lin, S. W., & Huang, T. K. ||  || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">What type of learning style leads to online participation in the mixed-mode e-learning environment? A study of software usage instruction. ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 15.6px;">2012 ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 15.6px;">ANNOTATED BIBLIOGRAPHY ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Ismail, I., Gunasegaran, G., & Idrus, R. M. ||  || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Does e-learning portal add value to adult learners? ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">2010 ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 15.6px;">ANNOTATED BIBLIOGRAPHY ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Jackson, L. C., Jones, S. J., & Rodriguez, R. C. ||  || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Faculty actions that result in student satisfaction in online courses. ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">2010 ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">ANNOTATED BIBLIOGRAPHY ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Joo, Y.J., Park, S.H., Park, S.Y., Kim, S.M., Kim, E.K. & Kim, J.Y. ||  || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Relationships among Learners’ Satisfaction. ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">2009 ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 15.6px;">ANNOTATED BIBLIOGRAPHY ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Kalyuga, S. ||  || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Cognitive load theory: How many types of load does it really need? ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">2011 ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 15.6px;">ANNOTATED BIBLIOGRAPHY ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Karge, B. D., Phillips, K. M., Dodson, T. J., & McCabe, M. ||  || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Effective strategies for engaging adult learners. ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">2011 ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 15.6px;">ANNOTATED BIBLIOGRAPHY ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Ke, F. ||  || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Examining online teaching, cognitive, and social presence for adult students. ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">2010 ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 15.6px;">ANNOTATED BIBLIOGRAPHY ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Ke, F., & Hoadley, C. ||  || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Evaluating online learning communities. ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">2009 ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">ANNOTATED BIBLIOGRAPHY ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Ke, F., & Xie, K. ||  || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Toward deep learning for adult students in online courses. ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">2009 ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 15.6px;">ANNOTATED BIBLIOGRAPHY ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Keengwe, J., & Georgina, D. ||  || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The digital course training workshop for online learning and teaching. ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 15.6px;">2012 ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 15.6px;">ANNOTATED BIBLIOGRAPHY ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Kellogg, D. L., & Smith, M. A. ||  || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Student-to-student interaction revisited: A case study of working adult business students in online courses. ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">2009 ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 15.6px;">ANNOTATED BIBLIOGRAPHY ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Kenner, C., & Weinerman, J. ||  || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Adult learning theory: Applications to non-traditional college students. ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">2011 ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">ANNOTATED BIBLIOGRAPHY ||
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<span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 783.5px; width: 1px;">E-learning: Paradigm shift in education.