Part 1:
Go to HSSE Library for scavenger hunt.
Part 2:
1. Davies, R., Dean, D., & Ball, N. (2013). Flipping the classroom and instructional
technology integration in a college-level information systems spreadsheet course.
Educational Technology Research and Development, 61(4), 563-580. Retrieved
February 3, 2015, from EBSCOhost Academic Search Premier.
2. Forsey, M., Low, M., & Glance, D. (2013). Flipping the sociology classroom:
Towards a practice of online pedagogy. Journal of Sociology, 49(4), 471-485.
Retrieved February 4, 2015, from Sage Journals.
3. Herreid, C., & Schiller, N. (2013). Case Studies and the Flipped Classroom. Case
Study, 42(5), 62-66. Retrieved January 31, 2015, from EBSCOhost.
4. Park, Y., & Bonk, C. (2007). Synchronous Learning Experiences: Distance and
Residential Learners’ Perspectives in a Blended Graduate Course. Journal of
Interactive Online Learning, 6(3), 245-264. Retrieved February 2, 2015, from
http://www.ncolr.org/jiol/issues/pdf/6.3.6.pdf
5. Strayer, J. (2012). How learning in an inverted classroom influences cooperation,
innovation and task orientation. Learning Environments Research, 15(2), 171193. Retrieved February 2, 2015, from
http://link.springer.com/article/10.1007/s10984-012-9108-4#page-1
Part 3:
1. This first peer-reviewed journal I found is all about the impact that online learning
has on students. The research done for this journal was specifically aimed toward
college-aged students. The research was done on 34 community and technical
colleges about whether or not online learning is more effective than face-to-face
learning. I know that this is a peer-reviewed journal because of the graphs and
tables used; also the authors give credit to those whom reviewed and commented
on the article at the end, and it gives reference to other scholarly articles.
Xu, D., & Jaggars, S. (2013). The impact of online learning on students’ course
outcomes: Evidence from a large community and technical college system.
Economics of Education Review, 37, 46-57. Retrieved February 1, 2015, from
Elsevier ScienceDirect Complete.
2. The second peer-reviewed journal I looked at was all about the results of online
learning and its effectiveness towards students. The research gained in this study
was geared towards undergraduate physiology and anatomy courses. The
students work and progress with an online learning system made by McGraw Hill
Higher Education was evaluated with the results and outcomes from the research.
The results showed that each school progressed differently which showed to the
researchers that online learning must be adaptive to the regular course textbooks
that are used. I know that this is a peer-reviewed journal because of the graphs
and tables used; also the authors give credit to those whom reviewed and
commented on the article at the end, and it gives reference to other scholarly
articles.
Griff, E., & Matter, S. (2013). Evaluation of an adaptive online learning system.
British Journal of Educational Technology, 44(1), 170-176. Retrieved
February 1, 2015, from EBSCOhost Academic Search Premier.
3.
The final peer-reviewed journal I examined was looking at the students’ view of
online learning. This study was done on 198 nursing students who had just
graduated from a nursing program in Hong Kong. Most of the students who were
evaluated stated that they liked the idea of online learning and that is gave them
some “independence and a higher level of accountability for their own learning.”
Some of the students had negative comments stemming back to the fact that there
was to face-to-face interaction or learning. I know that this is a peer-reviewed
journal because of the graphs and tables used; also the authors give credit to those
whom reviewed and commented on the article at the end, and it gives reference to
other scholarly articles.
Sit, J., Chung, J., Chow, M., & Wong, T. (2005). Experiences of online learning:
Students’ perspective. Nurse Education Today, 25(2), 140-147. Retrieved
February 1, 2015, from Gale Cengage Health Reference Center Academic.
Part 4:
The Indiana Wesleyan University Library defines information literacy as,
“A crucial skill in the pursuit of knowledge. It involves recognizing when
information is needed and being able to efficiently locate, accurately evaluate,
effectively use, and clearly communicate information in various formats.” I think
this definition is a good summary of the overall value of being informationally
literate. Being informationally literate shows that one is able to find, evaluate, use
and communicate information properly. As a student, I need to be
informationally literate for many reasons. Some of those reasons being that I
need to find relevant information for classes, I need to know how to research
information and I need to know how to evaluate and use the information I have
found and then be able to communicate it properly. There are many more reasons,
but those are just a few. As a future teacher, I need to be informationally literate
because I need to find good information for my classes and the lessons I am
teaching. I do not want to find irrelevant information and accidentally end up
teaching it! I need to know how to find good information, know the value of it
and communicate it properly to my students. Being informationally literate is
very important for students, but it seems that in some ways it is more important
for teachers because there is the pressure of teaching relevant and up-to-date
information. As a teacher, I would need to be informationally literate to in turn
show my students how to be informationally literate as well, to be an example.
Being informationally literate does apply to the ISTE Standards for
Teachers, too. I think it fits in with numbers four and five (4. Promote and model
digital citizenship and responsibility, 5. Engage in professional growth and
leadership). Teachers are looked up to and sometimes looked to as role models.
Being honest with your work is crucial in this day and age. Taking responsibility
for your work and giving credit to others where it needs to be given is a big rule to
follow. Information literacy fits into these two standards because it shows
honesty, responsibility and professional growth. Piggybacking off of that is the
issue of plagiarism. I have been taught not to plagiarize since the first grade if I
remember correctly. It is a big deal and is not something to be messed with.
Students can get in big trouble for it and sometimes even be expelled if they are
caught doing it. By being informationally literate, students will know what
plagiarism is, how to avoid it and where to give credit where it is due.
I think the idea of being informationally literate is becoming more widely
known these days because of the widespread use of technology. There are online
libraries and databases now where we can get information. We need to know how
to assess the value of that information, how to evaluate it and how to effectively
use and communicate it. Being informationally literate is crucial in this day and
age because of technological advances.