Communication Technology and Education

Communication Technology and Education

Chapter 4: ICT with Online Discussion
Using Social Media as a Language Learning Tools

Introduction

Nowadays, social media can be referred to as “social networking”, “social software”, and “Web 2.0”. In the past, they called it as “Information Communication Technologies”, “Computer Conferencing”, or “Online Discussion Groups” (Kenny, 2015). Historically, the usage of social media is to have an online presence on the Internet for the one-way broadcasting and dissemination of information (Hew, 2011). Today, it had been driving into new forms of dialogue, exchange, collaboration and social interaction such as Facebook and Twitter.

Social media sites which referred more broadly to as social media enables users to exchange ideas,post updates and comments, or involve in activities and events while sharing their wider interests (McCarthy, 2013). Social networks are now used for a host of different reasons by various user communitiesfrom general chit-chat to propagating breaking news, and from scheduling a date to following election results or coordinating disaster response as well as from gentle humor to serious research (McCarthy, 2013).

The functions of social media services are not just creating fast-flowing online conversations between the Internet users, it also helps in assisting users to follow-up the latest news, keep in touch with friends or colleagues, and also learning process and contribute to online debates (McCarthy, 2013). As a result, online users’ behavior has been transformed in terms of users’ initial entry point, search, browsing and purchasing behavior (McCarthy, 2013).

Besides that,suggested by some experts that social media will soon become the Internet’s new search function. They are predicting that user will search for information or making decisions based on “word-of-mouth” recommendations from theirso-called “friend-casting”, instead of spending more time on navigating the Internet independently. During the process, social media are changing users’ expectations of privacy, acceptable online behavior and etiquette (McCarthy, 2013).

Why social media act as a teaching and learning method?

According to Shih (2010), an effective teaching and learning experience could be created for both instructors and students by social media learning that integrates online and face to face instruction. Additionally, based on the results of the same study, students’ motivation to participate actively in class can be enhanced through social media learning(Kenny, 2015).

The interaction between the students and teachers is vital as it may influence the students’ learning motivation and effectiveness (Kenny, 2015).In addition, Shih (2010) pointed out that structured activities for group members that involved in cooperative learning allow students to reflect on and evaluate their work in the group while providing suggestions and comments for improvement.

Few years ago, social media learning which alsocan be known as cooperative learning has attracted more attention and emphasis from the social constructivist perspective. In this type of cooperative learning environment, students are able to sustain the interrelationships among group members through effective group communications and discussions. Many studies have shown that the effectiveness of online peer assessment in promoting students’ performance and learning satisfaction and processes(Shih, 2010).

Besides that, a positive experience for both instructors and students can be created through the social media learning that combines online learning with face to face instruction and also facilitating the online collaborative learning (Shih, 2010). Moreover, learners’ motivation, participation, and collaboration can also being enhanced by using online peer assessment as an alternative to face to face communication(Shih, 2010).

According to Hammond (2005), social network helps the user to find companions for an evening’s conversation or for some portion of the daily round by providing a pool for them to start up the conversation.

Although there are many functions and benefits gained from social network and media sites, they may also causing risks to the users. For example, they have influenced the ways of how we communicate with each other. This can then lead to people to harm themselves by posting unsafe or inappropriate information about themselves and their personal lives online as well as create the opportunities for offenders to groom and abuse children (Kent, 2011).

The boundaries between the “real” world and the “virtual” can become blurred. This may eventually create potentially serious consequences for staff, parents and children who may not be aware of the risks behind everyday online activity (Kent, 2011).

Five ways of using social media in Language Teaching

There’s no denying that enthusiasm for learning foreign languages amongst our children is at an all-time low(Gibson, 2012). Teachers and parents will need to get smarter if things are going to be changed. Social media has been used for sharing experiences, tips and resources. However, when you search for terms such as “language learning”on any of the major social networks such as Facebook, Twitter and Google+, you still will not get to find an abundance secure, and interactive language learning environments (Gibson, 2012).

Today, children are default to social media in nearly every aspects of their life. Social media act as the tools for them to communicate with their friends, play games and watch TV. Thus, there are 5 ways to start engage with your children or students on social media:

1.      Create a Facebook page that your class can 'like' it.

Start posting updates to your timeline, but not in English. Ask your pupils to translate the text using Facebook's in-line Bing translation tool and ask them to gauge its accuracy (Gibson, 2012).

2.      Create a Twitter account.

Start tweeting in a foreign language, keeping in mind that you have a 140 character limit, and see if your pupils can strike up a conversation with you (Gibson, 2012).Impose a non-English only reply and retweet rule.

3.      Create a YouTube account.

Ask each of your pupils to record a video blog, or 'vlog', of their hobbies, thoughts or opinions on topical news stories, but speaking only in a foreign language (Gibson, 2012). Those who want to have their video uploaded should send it to you first.

4.      Create a Pinterest account.

Take some pictures of prompt cards, post-it notes or even objects with their description in another language and 'pin' them on your boards. You could even look for photos of the country, or infographics about languages in general, to help your pupils understand more about why they should learn it (Gibson, 2012).

5.      Create a blog or Tumblr.

Dedicate it entirely to publish content in the language you teach (Gibson, 2012). Show your pupils why you love the language and inspire them to do the same. Ask them to write something, however small, and post it for the whole world to admire it.

Conclusion

As a conclusion, social media has been transformed to a new world technology that bringing a lot of functions to the users. It has creates convenience to the users as well as creating risk that might harm the user. Therefore, more concern and attention should be applied on social media as it has becoming a more and more vital things in everyone’s life nowadays.

References

Gibson, R. (2012). Using social media as a language learning tool. Retrieved from http://www.kelsi.org.uk/__data/assets/pdf_file/0016/30067/Using-social-media-in-educational-settings.pdf

Hammond, M. (2005) A review of recent papers on online discussion in teaching and learning in Higher Education: Online Learning.Journal of Asynchronous Learning, 9(3).

Hew, K. F. (2011). Students’ and teachers’ use of Facebook.Computers in Human Behavior, 27(2), 662-676.

Kenny, M. A. (2015). Using social media in language teaching and learning: Some pedagogical and technological considerations.Retrieved fromhttp://www.onevoiceforlanguages.com/uploads/2/4/6/7/24671559/using_social_media_in_language_teaching_and_learning.pdf

Kent, C. C. (2011). Using social media and technology in educational settings: Considerations, guidance and risk assessment templates for schools and educational settings considering the use of social media. Retrieved from http://www.kelsi.org.uk/__data/assets/pdf_file/0016/30067/Using-social-media-in-educational-settings.pdf

McCarthy, J. (2013). Online networking: Integrating international students into first year university through the strategic use of participatory media. Information Science Reference, 3(4), 189-191.

O’Bannon, B., Beard, J. & Britt, V. (2010).Using Facebook as an educational tool: Effects on achievement. US: The University of Tennessee.

Roodt, S., de Villiers, C., Johnston, K., Ophoff, J., &Peier, D. (2014).YouTube as an academic tool for ICT lecturers.Proceedings of the e-Skills for Knowledge Production and Innovation Conference 2014, 389-399.

Shih, R. C. (2011). Can Web 2.0 technology assist college students in learning English writing: Integrating Facebook and peer assessment with blended learning.Australasian Journal of Educational Technology, 27 (5), 829-845.

Communication Technology and Education

Communication Technology and Education

Chapter 4: ICT in Distance Education

Open and Distance Learning

Introduction

Information and Communication Technology (ICT) is playing a vital role in open and distance learning (ODL) in order to meet the needs and expectation of the learners’ in large scale (Gupta & Sharma, 2012). The main persistence of ICT in education means employing ICT equipment and tool in learning and teaching process as a media as well as methodology (Gupta & Sharma, 2012). Instead of just focusing on classroom and connections uses, the measures should focus on issues wider as well as addressing literacy and basic educational needs (Chandra, 2003).

    The reason of ICT being applied in education is to make students acquainted with the use and workings of computers generally and also linked social and ethical issues (Gupta & Sharma, 2012). Open and distance learning process is one of the examples of ICT. There are so much successful distance learning including the need for connectivity and interoperability, equipment, properly tailored course content, and technical support. All these are to help students use and get the best out of their network (Chandra, 2003).

    Continued investment in education and in building human capacity is fundamental. Essential training skills from the teacher in ICT are essential, especially in those schools that serving low income communities. This is because the access to home computers is less likely to happen by the students as well as the resources for technological support (Chandra, 2003). Moreover, there is a need for ongoing ICT support and monitoring instead of training only.

What is Open and Distance Learning?

During the last decades ago, distance learning at an open university usually engaged with technology mediated teaching tools and learning environments that have been designed and developed.It has been introduced in 1950s and in developing countries, many universities have provided distance education schemes and provide free courseware content through television, print media, and audio visual contents, specifically for primary and higher education students (Habibur, 2014).

     Whereas unlike the apparently governing social learning pedagogical point of view and the benefits of asynchronous learning platforms, the cognitive perspectives of education and the need for synchronous interaction between the tutor and the students as well as students themselves, is decisive for the quality of attained knowledge (Hadjinicolaou, 2001).

     In order to creates educational opportunities on a wide scale, ICT act as an important role in primary education as it is much needed for those students who are unable to afford traditional classroom teaching module due to cost ineffectiveness, teacher unavailability or other factors (Habibur, 2014). Today, internet has provided a more interactive model of distance learning with new growing social media platforms like Skype and YouTube compare to older times that still using the older methods of communication such as radio, television and print media (Habibur, 2014).

     Besides that, massive open online courses (MOOCs) are also an element of distance learning. It can be explained as a course that involving open and free enrolment, as well as provided video lectures along with electronically assessed assignments and online discussion forum where students can seek and ask their doubts, or clarify and discuss the topic freely. The ability to store large amount of data on student engagement, performances, followed by their analysis and student feedback are being equipped in MOOC platforms (Chandra, 2003). This ability helps in achieving the interaction between the student and the teacher as well as making a better courseware.  Recently, MOOC is a development that entered into the market to assist students in the education aspect.Therefore, they have received and attracted a huge attention along with large capital investment especially from the higher education sectors in nations such as United States and Europe (Chandra, 2003).

Challenges of Open and Distance Learning

Information and communication technologies are playing a vital role in supporting various services in open distance learning in large scale. At the same time, there are many issues and challenges in setup or usage of ICT infrastructure. There are the issues and challenges as below:

1.      High cost

According to Habibur (2014) stated that, every year they received thousands of applications and provide millions of educational content to the students. But program like these affects the face to face interaction skill between a teacher and the student and also offered less opportunity to the students in interacting with the teacher or the fellow students. This low interactive created low completion rated of programs or courses thus adversely affecting the growth of distance education schemes (Habibur, 2014).

2.      Lack of well-developed distance learning infrastructure

Investment in ICT is considered as a “risk taking” playing field which many Information Communication companies avoid to enter due to many under-developing nations such as nations in the sub-Saharan Africa are lacking of well-developed distance learning infrastructure (Habibur, 2014). Moreover, internet access is scarcely available in the region, especially when the students seeking education in poorest areas, receives courseware in any available format, which brings challenge to this issue (Habibur, 2014).

    Thus expanding the educational content should be addressed comprehensively through various support mechanisms.  As it is not just a technical resolution, it is actually affecting the people in some poorest nations socially and economically, where cost of education is higher than cost of living. As a word of caution, the online educational technologies have provided easy access but at the same time also they are creating a new challenge in the development (Habibur, 2014).

      Another example, the digital divide through the distance mode presents a significant challenge to educator in developing country such like Philippines (Bandalaria, 2007). Most of the Philippines’ citizens are lack of knowledge and skills in using ICT and financial constraints due to digital divide that not considered a priority compared to basic needs such as foods, clothing and shelter for those Philippines’ citizens (Bandalaria, 2007).

3.      Quality of a teacher

According to Robinson (2008) stated that, the quality of a teacher is difficult to determined and achieved in many countries especially in rural areas. Teacher quality plays a key determinant of students’ participation rates and achievement levels. Furthermore, it also affects the attainment of social justice in terms of equity in educational quality for students (Robinson, 2008). Professional development contributed to the quality of a teacher though limits on its availability and quality create inequity for many teachers (Robinson, 2008). To be able to meet new challenges in our fast changing world, teachers must be engaged in life-long learning process. In order to improve a quality of a teacher, distance education is also one of the methods (Robinson, 2008).

4.      Application/service compatibility with respect to the computer hardware and software

Technology is kept on changing very frequently, but every time it is difficult to develop application software for various services using such technology (Murali& Indira, 2010). It is a challenging task to choose ideal hardware and software that have compatibility with existing application software although the new technology has flexible features that are needed in ODL system to meet the demands of the learners in large scale (Murali& Indira, 2010).By placing platform independent infrastructure (the hardware, software and application), application compatibility with respect to hardware and software can be achieved.

5.      Policy updates

There will be frequent adjustment in admission and evaluation criteria and even in learning procedure and policies to be adopted accordingly due to the flexibility in open distance learning system. It is a tough task to update the policies every time as there is a frequent change in policies but only if policy updating has not been done in time (Murali& Indira, 2010). It may leads to many other operational problems and by introducing dynamic policy updating and enforcement approach in open distance learning system, this issue can be addressed and solved (Murali& Indira, 2010).

Conclusion

Last but not least, education is the elementary right of human being for the development of a person both professionally and personally. With the emergence of technology especially in the field of open and distance education have open a new horizon for distance learners even though open and distance education still has its own challenges (Elets, 2009). However, information and communication technologies (ICT) are potentially powerful enabling tools for educational change and reform (Elets, 2009).

References

Bandalaria, M. P. (2007). Impact of ICTs on open and distance learning in a developing country setting: The  Philippine experience. The International Review of Research in Open and Distributed Learning, 8 (1).

Chandra, R. (2003). Information technology in 21^st century. Cyberspace as Public Domain: The Role of Civil society, 9 (2), 130-133.

Elets, N. N. (2009). Effectiveness of ICT in open and distance learning: A case study. Retrieved from http://digitallearning.eletsonline.com/2009/12/effectiveness-of-ict-in-open-and-distance-learning-a-case-study-2/

Habibur, R. (2014). The role of ICT in open and distance education.Turkish Online Journal of Distance Education, 15 (4), 162-170.

Hadjinicolaou, M. (2001).Reconstruction and cognitive flexibility, fundamental objectives of an OSS for mathematics.In Proceedings of the 1st Open and Distance learning Conference, 25-27.

Gupta, S., & Sharma, S. (2012). The virtual classroom: The role of ICT in open and distance learning. IJCCET International Journal of Computer, Communication and Emerging Technology, 1 (1), 8-12.

Murali, M. R., & Indira, G. (2010). ICT in open distance learning: Issues and challenges. Retrieved from http://wikieducator.org/images/4/49/A._Murali_M_Rao.pdf

Robinson, B. (2008). Using distance education and ICT to improve access, equity and the quality n rural teachers’ professional development in western China. The International Review of Research in Open and Distributed Learning, 9 (1).

Communication Technology and Education

Communication Technology and Education
Chapter 3: ICT in Application Software

Introduction

            Due to the rapid growth of technology advance, computer has become an electronic machine that commonly used by public. In education firm, it helps a lot in processing data, collecting information and others by using computer software. It is commonly used by publics because computer consist a lot of applications software that run instruction and fulfill users’ needs. Today article is to study the used of application software in education firm.

           Application software can be classified as general-purpose, specialist or tailor-made. Both helps user to complete specific task by using some specific programs. The common applications software used in education firm mostly are general-purpose packages. For instance, it can be used as productivity tool, produce graphics and multimedia projects as well as facilitating communications. Moreover, software allows the hardware to do something useful.

What is Applications Software?

            Application software refers to software that helps user accomplish a task by creating content that computer cannot operate on its own. It is different with systems software that it doesn’t control or manage the system. Applications software allow people do their task more easily especially student. It does help in education. For example, sending email, data analysis, making poster and surfing information. It can be classified as general-purpose application software packages and specialist application software packages.

Typical software applications that general-purpose used by students are:

1.      Productivity Software                                    : Microsoft Word, Microsoft Excel

2.      Graphics design/Multimedia Software          : Adobe Photoshop

3.      Communications Software                             : Internet Explorer, Google Chrome

Productivity Software

            In productivity software it can be categorized into work processing software application, spreadsheet software application and also presentation graphics software application.

            The most popular productivity software is Microsoft Word which is the word processors application. It used for creating, editing, formatting, saving, and printing documents. It also served as an Eco software which helps to reduce the use of paper and replaced all written paper work (Ross, 2011). In addition, it helps to improve the quality of written work by providing editing capabilities in creative process. For example, user can create their work by inserting text and graphics at the same time. With Microsoft Word, users can change character design, scale, appearance and insert clip art in order to make their document more interesting. In addition, it also helps students to auto-correct grammatical error by using spelling checker and also find and replace text. It works more effectively and efficiently when student are doing large amount of text. Most importantly, it can be saved into a document to revise and correction before the actual printing.

            Besides that, Microsoft Excel which is one of the spreadsheet software provide much internal functions to help user to do formulas by using special character (such as =, +, or @) to handle large amount of data information and records (Kokol, 1989). Data is organized in rows and columns by using labels or values to differentiate them. The common internal function that helps manage database that included in Microsoft Excel are cell references (row and column), cell that contain values (number), cell that contain label (text). Besides that, other common database types including currency, date, memo, hyperlink, and object. Microsoft Excel helps users done calculations and display the result within short period of time (Ennever, 1989).

            Next, the presentation software application is frequently being used in education firm as productivity software. For instance, Microsoft Power Point helps users transform their idea and information into presentations slide to show to others. Also, it provides templates for different presentation such as financial report and marketing plan. The various internal functions can help in presenting the slide to audience such as insert chart, clip gallery to add in the images, video clips and audio clips.

            All these software are suitable for students in home, personal and education use. For students, all these educational application software could help them work more efficiently and most of them are free of charge. In addition, it provides the attachment function that can help them to save document and information by using click link and display related articles.

Graphics Design/ Multimedia Software

            As the word graphic design, it refers to manipulate image or video by users. For instance, the most popular graphics software in image used by student is Adobe Photoshop. It is an image editing software that easily manipulated by users. User also can use graphics manipulation software to change the bitmap and vector images. For example, the rapid expand appear of graphic design application software actually causes huge impact for commercial art. These application provide different capabilities that can learn by users themselves. As a result, some commercial artists loss their job (Makela, 2005).

Communication Software

            Communication software is an application that designed to pass information from one system to another. Also, it allows users to communicate with each other through internet. The best examples of communication software are file transfer protocol (FTP), messaging software and email (Wang, 2005). Besides that, it includes the web browser such as Google Chrome and Internet Explore that can help user to communicate with others. It is an application that specifically designed to let user to search and display content that found from the internet. Then, it uses hyperlink or URL to view the website.

Conclusion

            Educational software today is now designed to help students and educators with organization, productivity, research, presentation and learning. These applications software allows students perform their task more efficiently in education firm. It addition, it is relatively cheap and some of it is even free of charge. Also, it can be installed quickly and easily nowadays. Today’s homework assignment require a computer more than a series of book. Application software offers benefit for students in timesaver and gives a lot of information such as word processing and database management. The communication software that uses "Web 2.0" technology helps student in finding material for assignment and also media-sharing services.

References

Ennever, J. (1989). Software productivity. Information And Software Technology, 31(5), 283. doi: 10.1016/0950-5849(89)90009-8

Kokol, P. (1989). Application of spreadsheet software in software engineering measurement         technology. Information And Software Technology, 31(9), 477-485. doi: 10.1016/0950-5849(89)90146-8

Makela, T. (2005). Multimedia software as culture: towards critical interaction design. IEEE Multimedia, 12(1), 14-15. http://dx.doi.org/10.1109/mmul.2005.8

Ross, D. (2011). Software reviews: Productivity software.  Engineering & Technology, 6(12), 98-99. doi: 10.1049/et.2011.1222

Wang, D. (2005). Detecting Feature Interactions in Next Generation Communication Software. Journal Of Software, 16(7), 1232. doi: 10.1360/jos161232

Communication Technology and Education

Communication Technology and Education

Chapter 2: ICT in Online Learning

 Introduction

            Advancement of technology undeniably makes our lives easier and improves our living hood. Advancement of communication technology in education not only benefited us, but also provides a platform for individuals, groups and organizations in making flexible learning experiences.

       What is actually online learning? Online learning is basically any learning experiences or environment that rely upon the Internet or World Wide Web as the primary mode of communication or presentation (Appana, 2008). It is also known as learning activity, which supported by communication technology such as computers.

       Technology has become the key to a new world of education and thus online learning has become a popular way of gaining knowledge. Over the past decades, the online programmes and courses have grown tremendously. Students found that they prefer online courses to the traditional classroom, saying that they learnt more and spent more time on these classes and found that these classes to be more difficult but yet of higher quality than traditional class (Keengwe & Kidd, 2010).

Benefits of Online Learning

        Online Learning benefited both learners and instructors. For learners, there are no time zones, location and distance issues in online learning. Learners can access to the online materials anytime. Learners can use Internet to access up-to-date and relevant learning material as well. Also, online learning allows real time interaction between learners and instructors. Through this, it enhances learners-to-instructors and also learners-to-learners communication by using discussion boards, chats and emails (Kubala, 1998). Adding of elements in the course able to motivate the learners to participate in the discussion and project. For example, learners become more daring and confrontational in expressing their ideas during a discussion.

        Next, online learning also benefited the instructors. For instructors, tutoring can be done anytime and anywhere. Online learning enables the instructors to update the learning materials anytime and the learners may see the changes immediately. By accessing to the materials on Internet, it is easier for the instructors to direct them with appropriate information based on their needs in order to achieve their learning outcomes.

       Besides, online learning also encouraging contacts between instructor and learner. It created an environment for interaction and communication. Using email and discussion to create an online community makes the students feel welcomed, comfortable and safe where their learning progress is being monitored and evaluated (Grant & Thornton, 2007). Dialogue and discussion also enables students to participate actively, which promotes expanded learning and foster critical thinking skills. Furthermore, students are able to response actively as they can gain immediate feedbacks from the instructors. Also, online discussion and forum is the best way to connect with the students and instructors as well as gaining information and feedbacks regarding to their course assignments.

        Moreover, online learning provides 24 hours 7 days (24/7) accessibility of course materials to the students. Some student works best in the morning, afternoon, evening or even night. Thus, scheduling homework and group project can be difficult sometimes depending on students’ jobs, course and personal responsibilities. With the existence of online learning, students no longer worry about accessing course materials. Students are able to complete their assignment at their most productive time. Other than that, continual access to course materials also able to avoid the frustration such as “library was closed” or “miss the handout during lecture class”.

Challenges of Online Learning

            Besides benefits, online learning has its disadvantages as well. It is time consuming for the instructors to be well prepared even before the semester starts since it is more time consuming as compared to the traditional classroom. Besides getting material before the semester start, instructors also need to understand the importance of knowing and learning the technology and feel comfortable with it (Li & Irby, 2008). As an example, instructors need to be exposed to the knowledge of online teaching such as how to post the learning material, how to conduct a live discussion, how to record and edit the e-lecture class and so on. Thus, instructor has to make efforts in learning the new technology as well as focusing on preparing sufficient learning material for the online courses.

            Other than that, time required to download applications also matter with the online learning process. Slow or longer downloading time may affect the progress of online learning especially for those who are cannot wait patiently. If the Internet is slow enough, it will affect the satisfaction of online learning even though the instructors is capable and able to deliver the online presentation well. Larger file of sounds, image and videos consume more time to download if the Internet connection is not stable or weak.

            In addition, students’ assessment and feedback also will be limited through online learning. Although Internet serve as a wonderful means in getting all kinds of information back and forth to your audience, but it also makes it harder to access some types of student feedback and information. As compare to traditional classroom, you may observe students’ learning behavior from time to time, but using online learning, it limits the students’ assessment. Instructors might not know the learning satisfaction from a student completely since Instructors might only interact with the students through a small screen. For example, body language and the facial expression of a student in providing feedback or during online presentation might be limited.

Conclusion

            In a nutshell, online learning is no longer a new thing in this fast growing cyber world. Online learning is definitely a good platform in gaining knowledge, especially for those who are part-timer workers or parents who wish to improve themselves. Online Learning not only brings advantages to us but it also brings disadvantages to us. Therefore, we as the younger generations has to equipped ourselves with the latest technology so that we are able to catch up and not to be eliminated from the society. Since there is advancement in communication technology, why not we fully utilize it to maximize our satisfaction and get benefits from it ?

References

Appana, S. (2008). A Review of Benefits and Limitations of Online Learning in the Context of Student, the Instructor, and Tenured Faculty. International Journal on ELearning,7(1), 5-22.

Li, C. S., & Irby, B. (2008). An Overview of Online Education: Attractiveness, Benefits, Challenges, Concerns and Recommendations, College Student Journal,42(2),449-458.

Grant, M. R., & Thornton, H. R. (2007). Best Practices in Undergraduate Adult Centered Online Learning:Mechanisms for Course Design and Delivery. MERLOT Journal of Online Learning and Teaching, 3(4).

Keengwe, J. & Kidd, T. T. (2010). Towards Best Practices in Online Learning and Teaching in Higher Education. Journal of Online Learning and Teaching,6(2),533.

Kubala, T. (1998). Addressing Student Needs: Teaching and Learning on the Internet. The Online Journal. Retrived from http://www.thejournal.com.