Lit Review Plan

Sources

Listed here are suitable source materials to form the literature review. I’m seeking to focus on a limited number of full texts (books or large reports), perhaps 5 – 10, and approximately 15 – 20 papers and journal articles. Of course, it may pan out as a slightly different division.

Books/significant reports

  1. Altbach, P, Reisber, L,  and Rumbley, L, 2009,  Tracking an Academic Revolution, Report for the UNESCO 2009 World Conference in Higher Education, UNESCO
    (code:Unesco)

    • Teaching, Learning and Assessment (ch9)
    • Information Communications Technologies and Distance Education (ch10)
  2. Boys, J and Ford, P, 2008, “The e-Revolution and Post-Compulsory Education Using e-business models to deliver quality education”, Abingdon, UK and New York, USA, JISC, Routledge
    (code:e-Rev)
  3. Franklin, T and van Harmelen, M, 2007, “Web 2.0 for Content for Learning and Teaching in Higher Education”, Manchester, UK, Franklin Consulting and Mark van Harmelen
    (code:FC)
  4. Godin, S, 2012, “Stop Stealing Dreams (what is school for?)”, USA, Do You Zoom Inc. (not so appropriate here)
  5. Katz, R, et al, 2008, “The Tower and The Cloud, Higher Education in the Age of Cloud Computing” USA, Educause
    (code: T&C/author)

    • Higher Education and Information Technology: A Matter of Mission: Information Technology and the Future of Higher Education, Clifford A. Lynch (p43-51)
    • Open Information, Open Content, Open Source: Cultural and Organizational Drivers of Open Educational Content Malcolm Read (p138-150)
    • Scholarship in a Cloudy World: The Tower, the Cloud, and Posterity Richard N. Katz and Paul B. Gandel (p170-189)
  6. Norris, S and Howells, R, 2012, “Enhancing the University Submission Experience”, Bristol, UK, Nomensa, Humanising Technology (not so appropriate here)
  7. Oblinger, D ed, 2012, “Game Changers, Education and Information Technology”, USA, Educause
    (code: GC/chapter)

    • IT as a Game Changer, Diana G. Oblinger (ch3)
    • IT Innovations and the Nontraditional Learner, Pamela Tate & Rebecca Klein-Collins (ch5)
    • The Postmodality Era: How “Online Learning” Is Becoming “Learning”, Thomas B. Cavanagh (ch16)
  8. Siemens, G and Tittenburger, P, 2009, “Handbook of Emerging Technologies for Learning”, HETL, University of Manitoba’s Learning Technologies Centre
    (code:HETL)
  9. Walker, R, Voce, J and Ahmed, J, 2012, “Survey of Technology Enhanced Learning for higher education in the UK”, UCISA (University and Colleges Information Systems Association
    (code: TEL)
  10. Worlock, K an Ricci, L, 2013, “MOOCs, cutting through the hype”, London UK & Burlingame, CA, USA, Outsell
    (code:Outsell)

Journal articles & research papers

  1. Brown, S, 2011, “Seeing Web 2.0 in context: A study of academic perceptions”, Internet and Higher Education 15 (2012) 50—57, Elsevier
    (code: 25x)
  2. Dziuban, C , Moskal, P, Kramer, L, Thompson, J, 2013, Student satisfaction with online learning in the presence of ambivalence: Looking for the will-o’-the-wisp, USA, Internet and Higher Education 17 (2013) 1—8, Elsevier
    (code:425)
  3. Dziuban, C , Moskal, P, 2011, A course is a course is a course: Factor invariance in student evaluation of online, blended and face-to-face learning environments, USA, Internet and Higher Education 14 (2011) 236—241, Elsevier
    (code:388)
  4. Gray, K et al, 2008, Web 2.0 authorship: Issues of referencing and citation for academic integrity, UK, Internet and Higher Education 11 (2008) 112—118
    (code:183)
  5. Hämäläinen, R and Häkkinen, P, 2012, Shared and personal learning spaces: Challenges for pedagogical design, Internet and Higher Education 15 (2012) 231—236, Elsevier
    (code:558)
  6. Hayes, R, 2000, Exploring Discount Usability Methods to Assess the Suitability of Online Course Delivery Products, The Internet and Higher Education 2 (2-3) 119-134, Elsevier
    (code:123)
  7. Heijstra, T M, Rafnsdottir, L G, 2010, “The Internet and academics’ workload and work—family balance”, Internet and Higher Education 13 (2010) 158—163, Elsevier
    (code:291)
  8. Kukulska-Hulme, A, 2012, How should the higher education workforce adapt to advancements in technology for teaching and learning?, UK, Internet and Higher Education 15 (2012) 247—254, Elsevier
    (code:935)
  9. Mirriahi, N, Dawson, S and Hoven, D, 2012, “Identifying key actors for technology adoption in higher education: A social network approach”. In M, Brown, M Hartnett & T Stewart (eds.), Future challenges, sustainable futures. Proceedings ascilite Wellington 2012. (pp.664-674).
    (code:ASC)
  10. Meyer, K and McNeal, L, 2011, Academics online: Their interests and foibles, UK, Internet and Higher Education 14 (2011) 113—120
    (code:679)
  11. Newton, D and Taylor, J,  2013, Beyond blended learning: A case study of institutional change at an Australian regional university, UK, Internet and Higher Education 18 (2013) 54—60, Elsevier
    (code:668)
  12. Tarhini, A, Honea, K and Liua, X, 2013, “User Acceptance Towards Web-based Learning Systems: Investigating the role of Social, Organizational and Individual factors in European Higher Education”, Information Technology and Quantitative Management, Procedia Computer Science 17 (2013) 189 — 197, Elsevier
    (code:592)
  13. Ulrich, J, and Karvonen, M, 2011, Faculty instructional attitudes, interest, and intention: Predictors of Web 2.0 use in online courses, Internet and Higher Education 14 (2011) 207—216
    (code:479)
  14. Veletsianos, G, Kimmons, R, 2012, “Scholars and faculty members’ lived experiences in online social networks”, Internet and Higher Education 16 (2013) 43—50, Elsevier
    (code:05x)
  15. Katrin Wodzicki, K, Schwämmlein, E and Moskaliuk, J, 2012, “Actually, I Wanted to Learn”: Study-related knowledge exchange on social networking sites, Internet and Higher Education 15 (2012) 9—14
    (code:431) – leave til last/leave out, as focuses on German SN platform, so not so relevant?
  16. Zellweger Moser, F, 2007, “Faculty Adoption of Educational Technology”, USA, Research in Brief, Educause Quarterly
    (code:Moser)
  17. Zhou, Y, 2012, “Factors affecting Faculty Technology Adoption of Online Teaching in Higher Education, MA Dissertation, The University of Austin, Texas (not suitable as not published)

 

Plan

The Literature review will consist of working with the labels assigned to factors that appear in the literature. Material will be about what the papers and texts say, and include all key quotes and relevant evidence to show that the label is present. Why is it there? Indicate possible causes and effects listed by the literature. (Refer to Labels Tables, in Raw Data page 1)

Approximate plan for how to break down the information, according to the labels:

Plan 3 (29/6/13)

Strategy

1. SOCIETAL CHANGES (Policy, Requirements)
2. INSTITUTION SUPPORT
3. ICT SUPPORT & TRAINING
4. ELEARNING SUPPORT & TRAINING
5. MOTIVATION AND SKILLS (The Individuals Perspective and Implications)
6. ACCREDITATION
7. COMPLIANCE (Accessibility, IPR, Institutional Quality Assurance etc)
8. DEPENDENCIES — INFRASTRUCTURE & SYSTEMS
9. DIGITAL DIVIDE (INC DEVICE DIVIDES)
10. COST (All aspects)

Learning & Teaching

11. PEDAGOGY / LEARNING DESIGN
12. STUDENT CENTRED LEARNING
13. TEACHING & LEARNING QUALITY
14. SHARED RESOURCES (Institution/policy Implications/T&L)
15. CONVENIENCE (FLEXIBILITY) / WORK LIFE BALANCE

Assumptions summary

16. FALSE ASSUMPTIONS

 

Plan 2 (deleted/changed 29/6/13)

System and Strategy

  • INSTITUTION SUPPORT
  • ICT SUPPORT & TRAINING Provision
  • ELEARNING SUPPORT & TRAINING Provision
  • SHARED RESOURCES (Institution/policy Implications)
  • SOCIETAL CHANGES (Policy, Requirements)
  • COST (All aspects)
  • DEPENDENCIES – INFRASTRUCTURE & SYSTEMS
  • COMPLIANCE (Accessibility, IPR, Institutional Quality Assurance etc)
  • DIGITAL DIVIDE (INC DEVICE DIVIDES)
  • FALSE ASSUMPTIONS – National or Institutional level (idealism)

Learning, Teaching and Assessment

  • PEDAGOGY / LEARNING DESIGN 
  • STUDENT CENTRED LEARNING
  • TEACHING & LEARNING QUALITY
  • SHARED RESOURCES (Curriculum, Faculty, Teaching and Individual Implications)
  • SKILLS AND TRAINING – STUDENTS & STAFF (Teaching and Individual Implications)
  • ACCREDITATION
  • CONVENIENCE (FLEXIBILITY) / WORK LIFE BALANCE
  • DIGITAL DIVIDE (INC DEVICE DIVIDES)
  • FALSE ASSUMPTIONS – Faculty (?) or Individual level (idealism)

Plan 1 –