Assessment 3: Essay Length: 1500 words Weighting: 45% This last assessment builds on the annotated bibliography completed as Assessment 1 and your Assessment 2 essay plan. Use the feedback from your Assessment 2 to write an essay developing an argument for or against your chosen topic. The essay choices are as already presented: 1. Educational institutions should incorporate mobile technology for the benefit of students. 1. Using social media enhances adolescent well-being. 1. Mobile technology will continue to transform health care in positive ways. You need to: · Take a position and argue your case with supporting evidence. You may support or argue against the topic. Include a counterargument either in a separate paragraph or within your supporting point(s). · Remember to include at least six sources of evidence to support your argument. · Be sure to include a reference list on a separate page, using APA referencing. · Go through the marking criteria carefully to ensure you have addressed all the marking criteria for your essay. Marking criteria – see over the page Davison, C. B. Lazaros, E. J. (2015). Adopting mobile technology in the higher education classroom. Journal of Technology Studies, 41:1, 30-39. Retrieved from https://www.ebsco.com This 2015 article looks at the discoveries from a study of an Indiana research and teaching university, focusing on the student’s practices with mobile technologies. The findings were based on, and cross examined with a previous similar study of British students that was undertaken 9 years prior. Key ideas demonstrated are the technological influence of mLearning in the tertiary education environment, carried out with intentions of providing infrastructure integration techniques and insight to educators, by identifying characteristics and patterns within the mobile technology utilization of the student body. The study touches on student perceptions of mobile learning, the most popular method of communicating and the benefits. A limitation to this study include lack of personal interviews with students to provide concurrent opinions of findings presented, and an uncertain means of accumulating data by use of an anonymous online poll. A further limitation includes lack of an in-depth explanation to the conclusion that laptops are the most preferred tool amongst the participants. The piece itself has been published in the peer-reviewed Journal of Technology Studies, which is owned by an international honor society of technology professions. In particular this article will be helpful in providing a comparison between the study a decade previously, to monitor what the sequences of mLearning in the classroom has demonstrated, and to collate with new evidence between this article and now. Henderson, M. Selwyn, N. Aston, R. (2015). What works and why? Student perceptions of ‘useful’ digital technology in university teaching and learning. Studies in Higher Education, 42:8, 1567-1579, DOI: 10.1080/030 ...

1. Assessment 3: Essay
Length: 1500 words
Weighting: 45%
This last assessment builds on the annotated bibliography
completed as Assessment 1 and your Assessment 2 essay plan.
Use the feedback from your Assessment 2 to write an essay
developing an argument for or against your chosen topic. The
essay choices are as already presented:
1. Educational institutions should incorporate mobile
technology for the benefit of students.
1. Using social media enhances adolescent well-being.
1. Mobile technology will continue to transform health care in
positive ways.
You need to:
· Take a position and argue your case with supporting evidence.
You may support or argue against the topic. Include a
counterargument either in a separate paragraph or within your
supporting point(s).
· Remember to include at least six sources of evidence to
support your argument.
· Be sure to include a reference list on a separate page, using
APA referencing.
· Go through the marking criteria carefully to ensure you have
addressed all the marking criteria for your essay.
Marking criteria – see over the page
Davison, C. B. Lazaros, E. J. (2015). Adopting mobile
technology in the higher education classroom. Journal of
Technology Studies, 41:1, 30-39. Retrieved from
https://www.ebsco.com

2. This 2015 article looks at the discoveries from a study of an
Indiana research and teaching university, focusing on the
student’s practices with mobile technologies. The findings were
based on, and cross examined with a previous similar study of
British students that was undertaken 9 years prior. Key ideas
demonstrated are the technological influence of mLearning in
the tertiary education environment, carried out with intentions
of providing infrastructure integration techniques and insight to
educators, by identifying characteristics and patterns within the
mobile technology utilization of the student body. The study
touches on student perceptions of mobile learning, the most
popular method of communicating and the benefits. A limitation
to this study include lack of personal interviews with students
to provide concurrent opinions of findings presented, and an
uncertain means of accumulating data by use of an anonymous
online poll. A further limitation includes lack of an in-depth
explanation to the conclusion that laptops are the most preferred
tool amongst the participants. The piece itself has been
published in the peer-reviewed Journal of Technology Studies,
which is owned by an international honor society of technology
professions. In particular this article will be helpful in
providing a comparison between the study a decade previously,
to monitor what the sequences of mLearning in the classroom
has demonstrated, and to collate with new evidence between this
article and now.
Henderson, M. Selwyn, N. Aston, R. (2015). What works and
why? Student perceptions of ‘useful’ digital technology in
university teaching and learning. Studies in Higher Education,
42:8, 1567-1579, DOI: 10.1080/03075079.2015.1007946
This article looks in depth at university undergraduates use of
technology, a broader scope not limited to cell phones. The
main ideas focus on a survey of 1658 students, identifying the
distinct benefits and exactly what the students have deemed
particularly helpful in their education. The paper explores why

3. they deem certain technologies to save time, allow flexibility,
and/or manage and organize better. The authors use this text to
investigate any similar characteristics behind the positive
incorporation of technology by the students, and how the
overall introduction of this medium into tertiary education has
not transformed the learning experience vastly but enhanced it
in different ways for different individuals. The main contributor
of the piece is well versed in the subject matter of education
and technology crossovers, as evidenced by his many
presentations at eLearning conferences, and his position on two
peer-reviewed journal editorial advisory boards. The credibility
of the second contributor is no less extensive, having edited a
journal dedicated to learning and technology, and carrying out
research on digital technology for the Australian Research
Council. In terms of currency of the 2015 piece, whilst
technology is ever-evolving, the basic principles discussed are
timeless in the regard that the students report on the helpfulness
of general watching, recording, replaying as the main practices,
and not specific to an application usability in itself. This
journal article is relevant to the topic in demonstrating well
defined research linking the beneficial use of technology in the
learning environment and successful incorporation by the
students.
Makoe, M. (2013). Outlooks and Opportunities in Blended and
Distance Learning: Advances in and Distance
Learning. (pp.114-128).Retrieved from https://ebookcentral-
proquest-com.ezproxy.scu.edu.au/lib/scu/home.action
This chapter delves into pedagogic approaches regarding the
favourable involvement of cell phones for students of distance
education, this is achieved by using the basis that social
interaction is critical in succeeding in the learning environment.
The main idea of this text is focusing on examining the learning
ideology and exploring the integral role of peer communication
using mobile technology as the primary methodology. The

4. authors have focused on researching the effects of the platform,
MXit, a popular and affordable instant messaging program
developed in South Africa that has been successful in its aim to
connect young distance learners. The author of this chapter is
affiliated with the University of South Africa, which may
influence bias over the content that is heavily reliant on
promoting the success of this messaging application as a basis
for research claims. The study provides insight into
demonstrating how this technology functions with positive
results in a developing country such as Africa. Being published
in 2013, the current relevancy of the article is debatable, and
would have to be cross examined for updated research if
included in the upcoming essay. However, this text is useful in
assisting with the essay topic due to the alternate perspective
from research being carried out in a country behind Australia in
terms of technological advancement. Whilst relating to the topic
directly, it provides a clear analysis into multiple elements of
the learning process, to consider when applying the use of cell
phones particularly to modern distance education students and
draws relevant examples from other researchers.
1
Essay topic:
Educational institutions should incorporate mobile technology
for the benefit of students.
Mobile technology ownership and use is widespread and has
become an integral part of individuals’ social, work, family and
study lives. Mobile technology is the term given to devices such
as mobile phones, tablets or laptops that can be used in various
places and allow access to the internet (Cambridge Dictionary,
2018). It is reported that mobile phone ownership and usage
covered two thirds of the world’s population in 2017 (Kemp,

5. 2017). Also, student enrolments in massive open online courses
(MOOC) reached 58 million in 2016, providing evidence that
there is a growing trend in distance education ICEF Monitor,
2017). Mobile technology is beneficial for students and should
be employed extensively by educational institutions. This essay
highlights the importance of mobile technology in increasing
learning outcomes as a benefit for students. Accessibility of
learning and learning material will be outlined, and social
interaction as a way to overcome isolation will be examined.
The use of mobile technology in the classroom will be discussed
including the benefit of increased engagement and motivation,
and the promotion of inclusive learning.
Mobile technology allows students to complete studies
regardless of work and life commitments. While off-campus
study is not a new concept, the number of students engaging in
this mode of study has increased overtime, reaching 17% in
2014 (Grattan Institute, 2016). When including students who are
engaged in multi-modal study, this percentage increased in
2016, to 27% of students accessing online material (Department
of Education and Training, 2017). Additionally, more than 30%
of on-campus students reported completing more than half of
their study online (Grattan Institute, 2016). The accessibility
mobile technology offers, allows student control over when and
where they learn and access learning material (Alrasheedi &
Capretz, 2015). Benefits are also experienced by students who
are geographically isolated, as mobile technology enables
access to mainstream education with no need to relocate
(Alrasheedi & Capretz, 2015). Recent research found that 32.7%
of students surveyed, with regards to usefulness of digital
technology, cited flexibility of place and location and a reason
for usefulness (Henderson, Selwyn, & Aston, 2017). Amongst
the respondents quoted in the results, was a mother of three and
a student who travels nationally and internationally for work,
who utilise mobile technology for their learning (Henderson et
al., 2017). Accessibility of course content and materials through

6. mobile technology has created the opportunity for people to
flexibly study while continuing with work and life obligations.
Mobile technology can support distance education students to
overcome the identified challenge of isolation. Distance
education students may experience a sense of isolation due to
the lack of social engagement and presence (Luo, Zhang, & Qi,
2017). This isolation may be contributing to online education
dropout rates (Luo et al., 2017). Furthermore, isolation may
prevent students from effectively engaging with course content
(Makoe, 2013). Vygotsky’s socio-cultural learning theory
suggests that through social interaction, individual mental
processes are formed (as cited in Makoe, 2013). The importance
of social interaction to increase learning outcomes is also
evident in Maslow’s hierarchy of needs theory (as cited in Luo
et al., 2017). A sense of belonging to a community assists
individuals in reaching esteem and self-actualization, where
one’s confidence to achieve is increased (Luo et al., 2017).
Mobile technology allows the use of social media to be used to
enhance social interactions amongst students. The use of
Facebook and Twitter, in particular, has been shown to increase
learning through collaboration, networking and sharing of
knowledge (Salmon, Ross, Pechenkiac, & Chase, 2015). In
addition, using mobile phone messaging systems enables
students to use familiar social language when discussing
learning material to enhance understanding (Makoe, 2013). The
use of mobile technology to engage in social interactions can
create a sense of community and belonging and therefore
increase learning outcomes and overcome isolation.
The use of mobile technology enhances students learning
through an increase in engagement and motivation. Atas and
Delialioglu (2016) use Stovall’s broad definition of engagement
within their research and refer to the level of keenness of
students and time spent doing activities. Traditional teaching

7. methods, in particular lectures in higher education, are
described as teacher-centred approaches, where students
predominantly listen and takes notes as an instructor or lecturer
presents information. There is no telling whether or not a
student is engaged (Atas & Delialioglu, 2016). Question-answer
systems (QAS), also referred to as classroom response systems,
clickers or student response systems (SRS), allow students to
interact with the teacher by answering and asking questions
using a mobile device (Atas & Delialioglu, 2016; Blood &
Gulchak, 2012). Blood and Gulchak (2012) argue clickers
encourage critical thought and motivate students to answer
questions, leading to active participation. This is confirmed by
a more recent study-whereby 56.3% of students noted
encouragement to answer, enhanced attention and a more
interesting lesson when a QAS was used in a lecture (Atas and
Delialioglu, 2016). Furthermore, after five months of using a
game-based SRS in every lecture, 89% of students were
continually engaged and motivated, and 57% of students were
more positive about the subject (Wang, 2014). These various
question-answer systems being used in educational institutions
clearly provide students with an increase in engagement with,
and motivation for their learning.
Educational institutions, in particular early childhood settings
and primary schools, can utilise mobile technology within
classrooms to enhance learning outcomes for all students. Pupils
with additional needs including, autism spectrum disorder
(ASD), sensory and physical impairments, such as hearing and
visual, cognition and learning needs and behavioural
difficulties, can benefit from the use of mobile technology.
Many apps have been developed to support students to
communicate, make choices, engage, and develop social skills,
all of which are imperative to effective learning (Younie, Leask,
& Burden, 2014). Chmiliar (2017) found that children as young
as three and a half can benefit from the use of mobile

8. technology. The study conducted on preschool children with
disabilities and iPad use found that improvements in problem
solving skills, recognition of shapes and colour, phonics and
letter recognition, and language and communication skills were
evident over a period of 21 weeks (Chmiliar, 2017). Mobile
technology allowed the children in the study to learn the same
content as their peers, irrespective of their learning abilities.
Education is a right for every individual. The use of mobile
technology is assisting in ensuring access to learning for all
students as well as creating inclusive learning environments.
Despite the clear benefits for students, there does appear to be
some resistance in extensively incorporating mobile technology
in educational institutions. Teachers are at the forefront of
implementing change in education. They will continually need
to adapt learning environments to incorporate various mobile
devices (Christensen & Knezek, 2017). Success of educational
changes and initiatives relies on the support of faculty and
resistance may be detrimental to the
implementation of such initiatives (Mitchell, Parlamis &
Claiborne, 2015). Khaddage et al. (2015) listed Kim’s reasons
for teacher apprehension towards “technology as student access,
cost, class disruption, lack of teachers’ skills”, convincing
evidence of usefulness and an absence of recommendations. In
addition to these reasons O’Bannon and Thomas’ study that
found the age of a teacher and number of years teaching may
affect their acceptance of technology in the classroom. They
found older teachers find technology challenging to implement
due to difficulties in classroom use (as cited in Christensen &
Knezek, 2017, p. 380). Furthermore, Mitchell et al. (2015)
combined the works of Self and Schraeder, and Yukl to create
four possible causes for opposition. They are “cultural
assumptions and values, fears of the unknown, loss and failure,
fear of disruption of interpersonal relationships and concerns
about the external impact” (Mitchell et al., 2015, p. 362). There

9. are many reasons why teachers may have reservations towards
using mobile technology. However, these reasons can be used to
develop specified and targeted training and development
opportunities to ensure mobile technology can be well
integrated into educational institutions for the benefit of
students.
In conclusion, clear benefits of mobile technology have been
outlined for students throughout all levels of education. The
benefits discussed included, accessibility to learning for all
students regardless of circumstances and an increase in social
interaction and belonging for distance education students. In
addition, increased levels of motivation and engagement
through the use of SRS and clickers within classrooms is
evident, as is the advantages of incorporating mobile technology
to promote inclusive environments for children with disabilities.
The mentioned benefits all contribute to students achieving
learning outcomes set out by educational institutions. The use
of mobile technology will continue to rise, and with it the more
students wanting to access and utilise mobile technology
platforms and systems for their learning. If educational
institutions and their faculty ignore this ever increasing trend,
students’ motivation, isolation and achievement of learning will
fall. Educational institutions need to continually develop their
knowledge and techniques when it comes to technology, in
order to provide the best possible education for their students.
Therefore, the need to integrate mobile learning and technology
is imperative to the success of all stakeholders.

10. References
Alrasheedi, M., & Capretz, L.F. (2015). Determination of
critical success factors affecting mobile learning: a meta-
analysis approach. The Turkish Online Journal of Educational
Technology, 14(2), 41-51. Retrieved from https://search-
proquest-com.ezproxy.scu.edu.au
Atas, A.H., & Delialioglu, O. (2016). A question-answer system
for mobile devices in lecture-based instruction: a qualitative
analysis of student engagement and learning. Interactive
Learning Environments, 26(1), 75-90. doi:
10.1080/10494820.2017.1283331
Blood, E., & Gulchak, D. (2012). Embedding “clickers” into
classroom instruction: Benefits and strategies. Intervention in
School and Clinic, 48(4), 246-253. doi:
10.1177/1053451212462878
Cambridge Dictionary. (2018). Mobile technology. Retrieved
from
https://dictionary.cambridge.org/dictionary/english/mobile-
technology
Chmiliar, L. (2017). Improving learning outcomes: The ipad and
preschool children with disabilities. Frontiers in Psychology 8.
doi: 10.3389/fpsyg.2017.00660
Christensen, R., & Knezek, G. (2017). Reprint of readiness for
integrating mobile learning in the classroom: Challenges,
preferences and possibilities. Computers in Human Behavior,
78, 379-388. doi: 10.1016/j.chb.2017.07.046
Henderson, M., Selwyn, N., & Ashton, R. (2017). What works
and why? Student perceptions of ‘useful’ digital technology in

11. university teaching and learning. Studies in Higher Education,
42(8), 1567-1579. doi: 10.1080/03075079.2015.1007946
ICEF Monitor. (2017). Global MOOC enrolment jumped again
last year. Retrieved from
http://monitor.icef.com/2017/01/global-mooc-enrolment-
jumped-last-year/
Kemp, S. (2017). Digital in 2017: Global overview. Retrieved
from https://wearesocial.com/special-reports/digital-in-2017-
global-overview
Khaddage, F., Christensen, R., Lai, W., Knezek, G., Norris, C.,
& Soloway, E. (2015). A model driven framework to address
challenges in a mobile learning environment. Education and
Information Technologies, 20(4), 625-640. doi:
10.1007/s10639-015-9400-x
Luo, N., Zhang, M., & Qi, D. (2017). Effects of different
interactions on students’ sense of community in e-learning.
Computer & Education, 115, 153-160. doi:
10.1016/j.compedu.2017.08.006
Makoe, M. (2013). The pedagogical suitability of using cell
phones to support distance education students. In B. Tynan, J.
Willems, & R. James (Eds.), Outlook and opportunities in
blended and distance learning (pp. 114-128). Retrieved from
http://ebookcentral.proquest.com
Mitchell, L.D., Parlamis, J.D., & Claiborne, S.A. (2015).
Overcoming faculty avoidance of online education: from
resistance to support to active participation. Journal of
Management Education, 39(3), 350-371. doi:
10.1177/1052562914547964
Norton, A., & Cakitaki, B. (2016) Mapping Australian higher
education 2016. Retrieved from https://grattan.edu.au/wp-
content/uploads/2016/08/875-Mapping-Australian-Higher-
Education-2016.pdf
Kuegel, C. (2014). Special education needs and technology. In
Younie, S., Leask, M., & Burden, K. (Eds.), Teaching and
learning with ICT in the primary school (pp. 156-162).
Retrieved from https://ebookcentral-proquest-

12. com.ezproxy.scu.edu.au/lib/scu/detail.action?docID=1783960
Salmon, G., Ross, B., Pechenkina, E., & Chase, A. (2015). The
space for social media in structured online learning. Research in
Learning Technology, 23. doi: 10.3402/rlt.v23.28507
Wang, A.I. (2015). The wear out effect of a game-based student
response system. Computers & Education 82, 217-227. doi:
10.1016/j.compedu.2014.11.004
Assessment 3: Essay
1
Running Head: MOBILE TECHNOLOGY IN THE LEARNING
ENVIRONMENT 1
MOBILE TECHNOLOGY IN THE LEARNING
ENVIRONMENT 8
Integrating mobile technology in the learning environment
Student’s Name
Institutional Affiliation

13. Integrating mobile technology in the learning environment
Essay Plan Template
Essay Topic
Integrating mobile technology in the learning environment
Position statement
Introduction
Furthering the involvement of mobile technology in the learning
environment will positively enhance the student/teacher
experience and lead to improved professional and personal
outcomes which can simultaneously benefit the environment.
Supporting points
Body
1Environmentally friendly
Mobile technology strategies not only directly benefits the
environment, but can spread sustainability about environment
conservation and lead to improved environmental conservation
practices in the future.
· Identify the environmental disadvantages of traditional
learning
· Discuss how the online learning ensures that the environment
is preserved. (Vonderwell et al. 2007)
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4623869/
2 Convenient
Mobile technology provides a convenient alternative for those

14. seeking to learn whilst schedule commitments and/or budget
may not allow for traditional in-person forms of learning where
the learner has to attend a brick and motor classes. There is
flexibility in scheduling of online classes and one can schedule
the lessons in line with their daily plans.
Since one learns from the convenience of their homes and
offices, the cost is much less as there is no need for transport or
boarding fees. One only pays for tuition fees and internet
services.
Besides the personalization of the learning space, online
learning seems to be moving away from the assumption that one
size fits all and becoming more flexible, relevant, adaptable,
and realistic. Mobile learning appreciates the data footprint of
an individual and focusing on the areas that one is interested in
or their individual skills that need upgrading. Personalized
learning helps to organize the skills gap with more ease.
· Discuss the affordability of the distance learning
· Identify how distance learning personalizes the delivery of
content for the learners.
· Discuss the convenience of mobile technology in regards to
flexibility of schedule and availability
· Identify how mobile learning can be a more affordable option
· Argue the personalised delivery of the content is convenient
where learning styles can differ
3Accessibility for distance education
Mobile technology reduces the barrier of inaccessibility for
students of distance education and encourages more classroom
involvement. Accessibility that was previously lacking is now
available due to mobile technology.
The use of mobile technology in distance education overcomes
issues of inaccessibility by removing barriers, motivation is
encouraged.
· Identify limitations of distance education learning (Appana
2008)
· Discuss how mobile learning overcomes accessibility issues

15. (Dabagh 2005)
· Argue mobile learning introduces collaboration with peers to a
level that did not exist before this technologyRetrieved from
https://ebookcentral-proquest-
com.ezproxy.scu.edu.au/lib/scu/home.action
4While mobile technology increases the accessibility of
learning, the traditional learning skills become lost due to the
reliance on mobile devices.
· Identify the differences between traditional learning and
modern learning in terms of learning experience. (Marra 2001)
· Explain the limitations of online learning (Apanna 2008)
· Identify the disadvantages of online learning institutions.
Retrieved from https://www.eztalks.com/online-education/5-
disadvantages-of-online-education.html
Part 2
Technology has advanced over the years and as such the
society has had to adjust to the contribution of technology in
almost every aspect of life. With the presence of advanced
technology in our society, there are many options that one has
to choose from to earn a degree. The traditional brick and
mortar classrooms may be here to stay but the technological
breakthroughs have definitely introduced a new way of learning
known as distance learning which has proven to be the most
effective way of accessing higher education in today’s society
(Lo and Hew 2017). Distance learning is intended to meet the
needs of the learners to earn a degree without having to attend
the physical classrooms. Virtual learning has created an avenue
where the working majority can now earn a degree without
changing the working schedules (Richardson et al. 2017).
Besides, it is ostensible that it also does not interrupt the social
organization of the life of an individual. One can easily access
the virtual classrooms in the comfort of their homes. For
instance, youths who have to supplement their stipends by
taking up jobs can continue with their education. Fulltime

16. mothers can also earn their degrees without sacrificing their
responsibilities to the family. It is, therefore, an alternative for
adults who want to continue with their education without
leaving their jobs.
Leu et al. (2017) asserts that online learning is going to be
around for a very long time. Distance learning is deemed to be
the future of higher education due to the fact that it is not only
accessible but also affordable and personalizes the needs of the
learners. It is prudent to state that the world is changing
curriculum developers are quickly shifting from the one size fits
all approach (Dochy and Segers 2018). This is a focus that
appreciates the fact that the needs of the learners may not all be
aligned to their skills and as such focuses the learning process
to their needs. Force feeding information is no longer a
technique that is done in the learning process and as such the
learners only have to choose information that suits their needs
from the internet (Lockhart et al. 2017). A personalized
eLearning plan helps one to identify their data footprint in the
virtual system. More than 37.2% of the global working class is
mobile due to the nature of their jobs and as such organizations
have realized that learners need to be able to access their
eLearning content with more ease (Huda et al. 2018). In light of
this, content has been made more specific and concise as well as
more precise to make it easier to consume. Generally distance
learning not only appreciates the need for flexibility of the
learners to create a more efficient means of accessibility of the
content to suit the needs of the user.
References
Appana, S. (2008). A review of benefits and limitations of
online learning in the context of the student, the instructor,
and the tenured faculty. International Journal on
ELearning, 7(1), 5.
Dabbagh, N., & Bannan-Ritland, B. (2005). Online learning:

17. Concepts, strategies, and application (pp. 68-107). Upper
Saddle River, NJ: Pearson/Merrill/Prentice Hall.
Dochy, F., & Segers, M. (2018). Creating Impact Through
Future Learning: The High Impact Learning that Lasts (HILL)
Model. Routledge.
Huda, M., Maseleno, A., Atmotiyoso, P., Siregar, M., Ahmad,
R., Jasmi, K., & Muhamad, N. (2018). Big data emerging
technology: insights into innovative environment for online
learning resources. International Journal of Emerging
Technologies in Learning (iJET), 13(1), 23-36.
Leu, D. J., Kinzer, C. K., Coiro, J., Castek, J., & Henry, L. A.
(2017). New literacies: A dual- level theory of the changing
nature of literacy, instruction, and assessment. Journal of
Education, 197(2), 1-18.
Lo, C. K., & Hew, K. F. (2017). A critical review of flipped
classroom challenges in K-12 education: possible solutions and
recommendations for future research. Research and
Practice in Technology Enhanced Learning, 12(1), 4.
Lockhart, B. J., Capurso, N. A., Chase, I., Arbuckle, M. R.,
Travis, M. J., Eisen, J., & Ross, D. A. (2017). The use of a
small private online course to allow educators to share teaching
resources across diverse sites: the future of psychiatric
case conferences?. Academic Psychiatry, 41(1), 81-85.
Marra, R. M., & Jonassen, D. H. (2001). Limitations of online
courses for supporting constructive learning. Quarterly
Review of Distance Education, 2(4), 303-17.
Richardson, J. C., Maeda, Y., Lv, J., & Caskurlu, S. (2017).
Social presence in relation to students' satisfaction and
learning in the online environment: A meta-analysis. Computers
in Human Behavior, 71, 402-417.
Vonderwell, Selma, Xin Liang, and Kay Alderman.
"Asynchronous discussions and assessment in online
learning." Journal of Research on Technology in Education39.3
(2007): 309- 328.