Word Cloud Create a word cloud to guide the professional development ?presentation. Take your Annotated Bibliography submi

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Annotated Bibliography

Mariana Tsucuneli

Walden University

-EDDD 8110: The Art of Teaching Online-Annotated Bibliography Module 1

December 13, 2021

Yuan, M., Zeng, J., Wang, A., & Shang, J. (2021). Would It Be Better if Instructors Technically?

Adjust Their Image or Voice in Online Courses? Impact of the Way of Instructor Presence on Online Learning.Frontiers in Psychology, 12(September), 1-14.

http://doi.org/10.339/fpsyg.2021

This research aims to discuss the presence of the instructor in an online video course through image or voice. Social presence, learning achievement, academic emotion, and learning satisfaction get affected due to change in the voice and image of the instructor in an online environment. Infusing images and voice in the online course enhances learners’ interest in the course. Engaging learners with content require both the voice and image of the instructor because it has a huge impact on students’ learning. Two experiments are being conducted to investigate the effects of change in voice and image of the instructor. This study shows that both voice and image of the instructor are important for social presence and learning satisfaction, but it has a negative relationship with learner’s boredom. There is a need to investigate the learner’s attention too.

In this research, Yuan et al. conducted two online experiments with 215 college students. In the first experiment 122 college students were included and they were randomly assigned to learn four courses in terms of instructor’s image including virtual image, beautified image, original image, and no image. In the voice experiment, the authors randomly selected 93 college students from different universities and assigned them to learn course videos including computer-synthesized voice, muted voice, and original voice. Results of the first experiment displayed that better learning is achieved in no instructor images course. In addition to that, there was less academic boredom seen in learners as compared to those with instructor images.

However, instructor image course promotes learning satisfaction of the learners, and more student-teacher interaction was recorded as compared to others (virtual and no image). Also, when learners were evaluated, the original image was better than others. But the face-beautified instructor image was better than the original image. While in the voice experiment evaluation, real instructor voices were better as compared to the computer-synthesized voice. Moreover, this study shows that both teacher’s voice and image have a positive impact on learning satisfaction, and social presence but affects learner’s boredom.

Yuan et al. concluded that to create a strong instructor presence and to engage learners with their content, it is important that the instructor should have an image and a confident voice. In online courses, the image and voice of the instructor are the key elements. In video course design, these main elements must be considered. However, there is a need to study the learner’s attention and how much attention they are paying to the video course.

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Annotated Bibliography

Mariana Tsucuneli

Walden University

-EDDD 8110: The Art of Teaching Online-Module 2 Annotated Bibliography

December 26, 2021

Annotated Bibliography

Since there is a growing need for higher education on a worldwide scale, online distance education has the potential to be available to students from all over the world. The use of computers and Internet access has become more important in many people's lives, and academic institutions have become increasingly reliant on technology to assist their operations. The majority of students nowadays are digital natives who live in a technologically advanced and technologically connected environment. Because of the combined advantages of such technology breakthroughs and the fact that learners today are digital natives, there has been an explosion in the number of academic institutions providing remote learning. Even if this is the case, it cannot be stressed how important it is for schools offering foreign education to be prepared for a wide range of developments. There are a number of factors to consider, including the diversity of their student populations and the need to accommodate distant learning and student learning expectations. Teachers and instructional designers who work in online learning settings must be able to ensure that their students get culturally sensitive and culturally adaptable education.

Alalshaikh, S. V. (2015). Cultural impacts on distance learning, online learning styles, and design. The Quarterly Review of Distance Education, Volume 16(3), 67–75.

According to this article by Alalshaikh, distance learning students come from various cultural backgrounds, and it is essential to consider this diversity while developing a curriculum. Alalshaikh. (2015) defined distance learning and globalization with how online trainers should behave to accommodate global students without discrimination. While there are many other distant learning formats facilitated by information and communication technology, distance education is the most generally used description. As a more modern form of distance learning, it is seen to facilitate access to educational opportunities for atypical and even underprivileged students.

It is also essential for teachers and instructional designers to be attentive to their cultural backgrounds. Because their own culture and worldviews are inextricably intertwined with the instruction that they get, this is the case. Professor Alalshaikh adds that educators and instructional designers should be aware of how their personal and professional experiences shape both instructional content as well as their approach to creating it.

According to Alalshaikh (2015), it is critical to recognize that the rising demand for higher education on a worldwide scale, along with rapid advancements in communication technology, has resulted in online distance education having the potential for international reach, as previously stated. Because of this, online teachers should create training so that people from a variety of cultural backgrounds may benefit from it to the most degree feasible. As articulated by the National Council on Teacher Quality, "culturally sensitive, culturally relevant, and culturally robust education" should be provided by teachers and instructional designers, especially those who work in online learning settings. Major topics covered by Alalshaikh's research include the cultural component of remote learning, the necessity and value of intercultural competence training for distance school instructors and the impact of culture on education to name a few It also examines the challenges that hinder culturally appropriate training from being successfully delivered through remote education. It is Paulo Freire's critical pedagogy that serves as the theoretical framework for this investigation.

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Annotated Bibliography

Mariana Tsucuneli

Walden University

EDDD 8110: The Art of Teaching Online-Module 3 Annotated Bibliography

January 9, 2022

Annotated Bibliography

The trend decrease in internet-based course instructors will have the data to retouch their instructive frameworks and tasks in habits that will best address their technical issues. Educators ought to consider the unmistakable learning styles and limited time capacity of the semester. These endeavors to make a single type of online learning balance of adherence to online examinations that will best propel learning and preparing exams. Arranging and educating courses that match online examinations, traditional students may believe that it is useful to grasp the demonstration more promptly.

Zlatović, M., Balaban, I., & Kermek, D. (2015, September 25). Using online assessments to

stimulate learning strategies and achievement of learning goals. Computers & Education. Retrieved December 31, 2021, from https://www.sciencedirect.com/science/article/abs/pii/S0360131515300488?via%3Dihub

Online education evaluation was explained by Zlatović, Balaban, and Kermek concerning the study they planned through instructing on the web as opposed to educating students. It gives a future to online schooling that is the thing that consolidates the examination of an association between related factors. As traditional economics and learning styles to assess the online advancement of instructing and steadiness. Exploring the kinds of joint efforts specific toward the web and traditional styles of examination might give a significant responsibility. The field of informatics learning by recognizing all the clear understanding of their learning styles and system of education and how these styles associate with the ordinary methodology.

The understanding components are that interface with the innovative characterization of teachers is vital for perceiving how to live out any informational environment. Most teachers would agree that the parts present in an informative environment that consolidate innovative environment among instructors and capable of advancement are not powerful. This assists innovative teaching of online skills among students. The parts that describe an environment routinely loosen up quite far past the unquestionable attributes of online schooling. This investigation is planned to reveal these parts and to recognize the characteristics of inspiration for capable headway in the training framework. The inspiration driving guidance for pre-organization instructors is to show such pre-organization courses. This is finished with the objective that they can apply their understanding acquired through the school of preparing or the expert's level school of guidance. Such guidance for pre-organization teachers requires the instructive substance data in friendly, explicit areas and stresses to levitate better online plans in various fields.

For online assessment purposes, teachers should be consistent with evaluative online course arrangements in different semesters. College online strategy and methodology, and online course guidelines are studied. All the college online courses are created by affirmed content field specialists with the help of an educational plan group. At the point when a teacher is missing or gives restricted communication in the online class, it feels reluctant in their learning.

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Annotated bibliography

Mariana Tsucuneli

Walden University

EDDD 8110 N: The Art of Teaching Online-Module 4 Annotated Bibliography

January 19, 2022

Jancarik, A. (2013). Scaffolding in e-learning environment. Kidmore End: Academic

Conferences International Limited.

In this article Jancarik (2013), who is a renowned personality from the faculty of education, Charles University of Prague explains the potential use of scaffolding in e-learning courses to enhance the understanding of what needs to be present in anyone for being an effective online instructor.

The article was written by the author mainly focuses on the possibilities of using scaffolding which refers to the concepts of providing immense support and motivation to the students so that they could be able to achieve their desired aims and goals of life. Scaffolding is a process that deals with the provision of support and guidance to students and discussing the problems they come across with. This concept is provided through an e-learning mechanism. One of the basic ideas of the author is the proximal developmental zone. It is important to understand the students' knowledge and ways through which it can be increased up to the horizon.

According to the author, the teacher's role is significant in bringing up the true potential of a student under proper guidance. Hence different ways and methods of this online, e-learning course and scaffolding on longitudinal experience were provided and the e‐learning course Combinatorial Game Theory was gifted to students. This was known as a talent project that was for upper secondary school students of the Czech Republic.

This article explains the methods of problem-based learning. The students are given certain problems to solve. These assignments may be given in the form of groups or individually. The students need to overcome epistemological problems in some cases, where scaffolding was proved to be an efficient method to overcome these issues. While discussing its importance, one of the main turn-off points for scaffolding was the availability of the internet in ordinary classrooms. As there was no online contact between the student and the instructor it was very difficult to guide them and understand the level of knowledge students were having. Apart from that interval in offline communication also made the process of better learning and discussing with the instructor harder.

This article, therefore, explains all the basic and beneficial effects of scaffolding while aiming to show the actual benefits that students can get through the e-learning course.

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Annotated Bibliography

Mariana Tsucuneli

Walden University

EDDD 8110: The Art of Teaching Online-Module 5 Annotated Bibliography

February 5, 2022

Annotated Bibliography

Vonderwell, S., Liang, X., & Alderman, K. (2007). Asynchronous discussions and

assessment in online learning. Journal of Research on Technology in Education, 39(3), 309-328.

In their article, Vonderwell, Liang & Alderman (2007) investigated asynchronous online discussions, evaluation methods, and the experiences students gained from their online graduate courses. The results indicate that asynchronous online conversations support a multifaceted evaluation process in the aspects of self-regulatory activities, structure, learning community, learner autonomy, and learner writing abilities. Students that were evaluated concluded that dialogues are an important part of their virtual learning.

In their study, Vonderwell, Liang, and Alderman (2007) identified the following elements as critical parts of appraisal in their online learning: learner autonomy, learning community, structure, self-regulatory activities, and writing skills. Overall, the results show that asynchronous online conversations promote a comprehensive evaluation process, as shown by the characteristics of self-regulatory activities and cognitions, discussion structure, learning community, and learner writing abilities.

According to student feedback and online observations, the structure is a significant aspect of the design, execution, and evaluation of asynchronous education. This study also suggests that the format of a debate influences student responsiveness and engagement in learning and evaluation activities.

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