CITATION AND ANNOTATION - TEAM SYLANS

Adams, J. (2008). Understanding the factors limiting the acceptability of online courses and degrees. (Unpublished manuscript). Department of Communication, Florida State University, Florida. Retrieved from http://pilotmedia.com/adams/xPDF/improve_onlinedegrees.pdf

The purpose of this research paper is to present the research findings of the acceptability of degrees earned online by gatekeepers or those who make entry decisions in the workforce. It is presented by Jonathan Adams Ed.D, an associate professor in the Department of Communication at Florida State University. The analysis is based on the responses of 123 university and college administrators who participated in four national surveys. The survey questionnaire was sent to university search committee chairs in institutions seeking for a faculty position. The findings suggest that completion of a degree online with sufficient amount of coursework in their field of studies is not equivalent to a degree earned through a traditional residential program. Findings in this text could be included and used as a reference tool in my teams research guide. The text contradicts our thesis statement in which it states the inequality of credibility seen by potential employers between traditional and online degrees. Our thesis believes that the accessibility will positively affect the view the employers. The type of format used to present the findings allow the reader to have a comprehensive knowledge of the research and methods involved in obtaining a conclusion. The addition of tables also allow the reader to quickly access the end results and compare and contrast the variances.

CITATION AND ANNOTATION - TEAM SYLANS

Allen, Elaine, and Jeff Seaman. Making the Grade: Online Education in the United States, 2006 Southern Addition. Needham MA: The Sloan Consortium, Feb.

2007. Web. 16 Feb. 2014. This seminal work is a major study that was done in 2006 in the US to evaluate the validity of online classes and see if it was expanding, improving, etc.. and has been cited in over 600 other works on similar topics. The study found that the majority of higher education schools were offering some online classes and many had entire degrees online. Business employers were also referenced to see if the prospect of online classes has changed from employment opportunities which it has. The overall feeling was that online education was as good as if not better than strictly traditional education. There are multiple graphs, charts, etc. to present their findings which make it easier to see the changes that have occurred since the last study in 2003 which are very useful for us in our work as they will be great visual aids to support our argument. This source is available for anyone to download free of charge from the Sloan Consortium, who gave the grant to have this study done.

CITATION AND ANNOTATION - TEAM SYLANS

"Anant Agarwal: Why Massive Open Online Courses (still) Matter." Anant Agarwal: Why Massive Open Online Courses (still) Matter. N.p., n.d. Web. 20 Feb. 2014. <http://new.ted.com/talks/anant_agarwal_why_massively_open_online_courses_still_ma tter>. In this Ted Talks presentation, Anant Agarwal explained how it is the professor who possesses the knowledge to develop a well thought out course to begin with and not the university that will lead to engaging learning opportunities. In his discussion he looked at how the millenniums interact differently with technology and with communication through a conversation he had with his teenage girl via texting. From those differences Anant Agarwal explained how a blended learning pilot combines short videos with interactive quizzes leading to what Craig and Lockhard found in 1971 to be the science behind the depth of mental processing. Or in other words how active learning, self-pacing combined with peer learning allows professors such as Ed Buchinger from MIT to turn a teaching moment into learning outcomes. Anant Agarwal talked about how MOOCs (Massive Open Online Courses) allow for quality to be produced at a large scale; in his words taking the large and making it small. The fact that struck me is how many non-American locations were not signing up for the free education. Agarwal pointed out that the difficult course that once had a 41% drop out rate but now was boasting only a 9% drop out rate when the student took the blended interactive course. Amongst the five points Anant Agarwal laid out as his imagine a new learning landscape, the allowing professors to be the holders of licenses of courses developed and then selling those rights to other educational institutions was the most intriguing to me. I personally would love to be able to select a course by a professor that is at the top of their game versus a

CITATION AND ANNOTATION - TEAM SYLANS

doctorate student who has no right parading around as a lecturer with the power to determine a grade when they themselves have not mastered the information being taught. Imagine if tenures were based on the continued marketability of a course developed and updated by a professor versus the current method of retaining teachers.

Fogle, Calvin, and Devonda Elliott. "The Market Value of Online Degrees as a Credible Credential." Global Education Journal. No. 3. (2013): 1-25. Web. 13 Feb. 2014. <http://www.nyu.edu/classes/keefer/waoe/foglec.pdf> This article focuses on the random sampling drawn from multiple industries for hiring employers perception toward degrees earned virtually. This article proposes four research questions; Do hiring managers hold favorable attitudes toward online universities compare to that of non-online universities, To what degrees hiring managers well versed concerning online universities, How these varies across industry sectors, and how do hiring managers perceive education at online universities? This article will lead students, professors, employers, employees, and varied individuals to obtain clear insights of perceptions of employers and that of prospective students toward evolving workforce. In addition, since survey was format of experiment performed for random sampling, results will either supports stated thesis statement or propose with whole different conclusion with different perspective. Since authors, who are both education and sociology expert, not only produced marketing algorithm for unique market segments, but also participated in research which examines connection of physical classes and virtual classes; flexibility, cost approximation, potential outcomes, and adaptability in working environment. As a result, although there are numerous sources supporting positive influence of online degree to employment, this particular research of seminar work illustrates significance of employers perception to varied industry segments along with statistical visual aids.

CITATION AND ANNOTATION - TEAM SYLANS

Koller, Daphne, perf. What we are learning from online education. TED: Ideas Worth Spreading, 2012. Web. 1 Feb 2014. <http://www.ted.com/talks/daphne_koller_what_we_re_learning_from_online_education.html>.

Video focuses on the accessibility of online education; advantages compared to that of physical classes, future expectations of virtual classes regarding educational improvement, statistical resources elaborating comparative advantages of online education, and more. This video could open up conversation among students, professors, employers, employees, and even more varied individuals regarding its positive significance toward evolving workforce. Since performer, who is education expertise, of cited video not only conducted numerous experiments of characteristics of online education, but also founded educational program which collaborates individuals who are not eligible to enroll in physical classes, numerous perspectives and feedbacks can be perceived. Furthermore, even though topics regarding online education could be found in varied formats and sources, this particular primary source supports thesis statement in a way of explicating its potential outcome for perspective scholars in detail manner.

CITATION AND ANNOTATION - TEAM SYLANS

Agarwal, Anant, perf. Why Massive Open Online Courses (Still) Matter. Prod. TED. TED: Ideas Worth Spreading, 2014. Film. 21 Feb 2014. <http://www.ted.com/talks/anant_agarwal_why_massively_open_online_courses_still_m atter.html>.

This video focuses on blending learning algorithms; online education from re-innovated educational technology and face to face interaction from traditional lecture settings. This video could open up conversation among students, professors, employers, employees, and even more varied individuals regarding its positive significance toward evolving workforce. Since performer, who is education expert, of referenced video not only founded courses pairing online education with face to face student-faculty interactions, reshaping the university campus experience, but also participated in collaborating educational program, edX, to lead forces of massive open online course (MOOC) movement to make higher education globally available, for free. Performer of this video shares his vision of blended learning, where teachers create the ideal learning experience for 21st century students. Furthermore, even though discussion topics regarding distant learning could be found in varied formats and sources, this particular primary source supports topic of my team in a way of illustrating collaboration of innovative educational technology and traditional educational algorithm to come up with potential outcome for perspective scholars in detail manner.