Professional Documents
Culture Documents
OMDE 608
Section: 9040
February 25, 2014
Assignment 1
(CC) environment. The author identifies four roles that contribute to the success of
Descriptions of each role are provided; the author also goes a step further and provides
recommendations for each role that is supported by references and experiences. The
author considers pedagogical the most important role of the four, highlighting
instructional development and design as the most effective learning tool. This article is
direct, concentrating exactly on the instructor’s role. This article would be of interest for
learners and instructors in the distance education field. However, this would be an
This paper provides information on learner services in Open and Distance Learning
(ODL). Learner support services are needed to enhance the learning experience and the
quality of learning. This paper broadly defines learner services; however it gives focus to
the areas of building a theoretical framework, which is described as an important baseline
to build and keep learner services relevant at institutions. Strategies for building an
intervention model are also addressed for the purpose of providing guidelines for learner
services. This paper provides intervention models and 8 references. Instructors, students,
and distance education staff would benefit from reading this paper because it provides
Brindley, J. E., Walti, C., & Zawacki-Richter, O. (2004). The current context of learner
support in open, distance and online learning: An introduction. In J. E. Brindley,
C. Walti, & O. Zawacki-Richter (Eds.), Learner support in open, distance and
online learning environments (pp. 9-27). Oldenburg: Bibliotheks- und
Informationssystem der Universität Oldenburg. Retrieved from
http://www.mde.uni-oldenburg.de/40574.html
Distance, and Online Learning (ODL). Learner support is defined as activities and
services that assist learners with meeting their learning goals and increase knowledge in
their course of study. The authors identify the various activities that are offered to
learners, which include tutoring, teaching, counseling, advising, and administrative. Each
activity is broken down into a more detailed description for the services that are
available. This chapter also discusses the Four Basic Forms of Media-Based Learning
and Teaching which are computer-based learning, online learning, e-learning, and
distance education. The Four Basic Forms are explained in this chapter with supporting
research that will help the reader. Lastly, this chapter provides an overview of each
chapter throughout the text including the author(s) name and the main points of
discussion. This chapter would be beneficial for those who are studying learner support
in ODL, institutions who would like to enhance their learner support services, and people
who have an overall interest in the contributing factors of distance education. Scholars in
the field of distance education collaboratively wrote this chapter and supporting evidence
George, L., & Frank, I. (2004). Beyond books - Library services to distance education
students. In J. E. Brindley, C. Walti, & O. Zawacki-Richter (Eds.), Learner
support in open, distance and online learning environments (pp. 135-143).
Oldenburg: Bibliotheks- und Informationssystem der Universität Oldenburg.
Retrieved from http://www.mde.uni-oldenburg.de/40574.html
This chapter focuses on library services for distance education learners. The author
addresses the need for library services in distance education, which assist with the
development of information literacy and critical thinking skills. The role of the librarian
discussed with examples of library resources from other institutions. The question of
whether or not Information literacy enhances the learner’s retention and educational
success is also addressed. This chapter provides 21 references and would be useful for
Jocoy, C. & DiBiase, D. (2006). Plagiarism by adult learners online: A case study in
detection and remediation. The International Review of Research in Open and
Distance Learning, 7(1). Retrieved from
http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ806007
The author provides the definition of plagiarism and identifies the different ways
plagiarism is done. Statistics of plagiarism acts are presented with supporting data of
how the acts are acknowledged. The author discusses ways to detect and prevent
plagiarism. This article also presents the finding of a case study that was conducted by
conducted and researched for plagiarism among adult learners and copy-and-paste
plagiarism. This article provides 41 references and 3 tables summarizing the findings of
data on plagiarism and would be of interest to anyone that works in the education field
and learners.
Johnson, M. (2004). Enhancing study skills: Developing self-help materials for distance
learners. In J. E. Brindley, C. Walti, & O. Zawacki-Richter (Eds.), Learner
support in open, distance and online learning environments (pp. 117-124).
Oldenburg: Bibliotheks-und Informationssystem der Universität Oldenburg.
Retrieved from http://www.mde.uni-oldenburg.de/40574.html
This chapter identifies the study skills needed to be effective online learners. The author
addresses the inclusion of support services in the area of providing additional learning
materials aside from the standard course materials. The Student Toolkit Project
developed by the UK Open University (OUUK) was discussed in detail with background
history and study findings. The author explains the purpose of the Student Toolkit
Project as “generic study skills materials”, which are available to learners for free. This
chapter provides 10 references and would be of interest to learners at the OUUK and
This journal article provides a general review of a study that was conducted at the New
York Institute of Technology on online student support services for distance learners.
This study allowed 63 women and 29 men who were in the online program to share how
satisfied they were with the current student support services they receive. The result of
this study is identified and broken down into 10 categories. The author provides a clear
and detailed definition of student support and student services. A comprehensive look
into the New York Institute of Technology on-site student services is listed and a
comparison to the online program are discussed. The author provides additional
services they offer. From the author findings they were separated into three categories
that promote a sense of community, which are explained with supporting research. The
author believes that this journal can contribute great success in the areas of conducting
This chapter discusses the creative support that learners need in the online environment to
heighten the value of there learning experience. The author expresses how creative
instructional design is considered an effective learning and teaching strategy for
providing learner support. The author opens the chapter by directly focusing on “Support
Learning”, and listing all the technologies that are used to support student learning. The
author provides an explanation of the term “learning scaffold” which is further explained,
as the information acquired through the learning process will not be forgotten, even when
the learner is removed from the learning environment. The chapter identifies and
describes cognitive approaches that are needed to make learning more effective which
design-based learning, and role play-based learning. This chapter would be most
beneficial to distance education staff that work in the area of instructional design,
instructor, and tutor. This chapter is full of credible information from 27 references.
This chapter provides an analysis of student support services through Internet based e-
learning and support systems. The author provides supporting evidence as to why this
would allow learners to have a complete educational experience and identifies the
contributing factors, which include high quality systems for distribution, presentation of
content, and several forms of communication. The purpose of this chapter is to discuss
environment that produces higher quality student support services through Internet based
shown throughout the chapter that provides a visual understanding of the different
Learners and distance educators specifically who specializes in support services would
Shea, P., & Armitage, S. (2003). Beyond the administrative core: Creating web-based
student services for online learners. Resources. Guidelines.WCET - the Western
Cooperative for Educational Telecommunications. Retrieved from
http://www.wcet.info/ services/studentservices/beyond/index.asp
This document shows the outcome of a project that provided student services for online
learners in a web-based environment. The U.S Department of education funded this
project from January 2000 to March 2003. This project consisted of developing web-
based student services from three universities, which include Kansas State University,
Kapi’olani Community College, and Regis University, and SCT. This document
provides the entire background of the project that includes the structure of the project, the
partner resources, guidelines, webcast series, and consulting services. This document
contains several references and diagrams to support the data findings. Institutions that
want to implement web-based student services would find this document extremely
useful.