Bibliography

= Bibliography =
 * This page is a listing of the books and papers that I have read in my MDE Classes. It is divided into an Annotated Bibliography and a Resource List: **

Text Books
Bates, A. &. (2003). Effective teaching with technology in higher education. San Francisco: Jossey-Bass. Bates, A. (2005). Technology, e-learning and distance education (2nd Edition). London: Routledge Bernath, U. & Rubin, E (Eds). (2006). Reflections on teaching and learning in an online master program: A case study. Oldenburg: Bibliotheks- und Informationssystem der Universit�t Oldenburg. Bernath, U. & Rubin, E (Eds). (2006). Reflections on teaching and learning in an online master program: A case study. Oldenburg: Bibliotheks- und Information system der Universit�t Oldenburg. Brindley, J.E., Walti, C., & Zawacki-Richter, O. (Eds.), (2004). Learner support in open, distance and online learning environments (pp. 9-27). Oldenburg: Bibliotheks- und Informationssystem der Universit�t Oldenburg. Bulen, M. & Janes, D. (2007). Making the transition to e-learning: Strategies and issues. Hershey: Information Science Publishing. Burge, E. (2007). Flexible higher education: Reflections from expert experience. New York, McGraw Hill. Holmberg, B. (2005). The Evolution, Principles and Practices of Distance Education. Oldenburg: Bibliotheks- und Information system der Universit�t Oldenburg. Jackson, M.C. (2005). Systems approaches to management. New York:Kluwer Academic Publishing Kotter, J. (1996). Leading change. Boston: Harvard Businss School Press. Moore, M. G. & Kearsley, G. (2005). Distance education: A systems view (2nd ed.). Belmont, CA: Wadsworth. Perraton, H. (2007). Open and distance learning in the developing world. (2 ed.). London: Routledge. Peters, O. (1998). Learning & teaching in distance education. London & New York: Routledge. Peters, O. (2004). Distance education in transition. New trends and challenges. Oldenburg: Bibliotheks- und Information system der Universit�t Oldenburg. Reynolds, L. (1973). Economics a general Introduction. Homewood, Il: Richard Irwin. Rumble, G. (1997). The costs and economics of open and distance learning. London: Routledge-Falmer. Rumble, G. (Ed.) (2004). Papers and debates on the economics and costs of distance and online learning. Oldenburg: Bibliotheks- und Information system der Universit�t Oldenburg. Smith, L. J. (2010). Distance educations systems: Exploring applications of theories from the New Science. Course Content. Tait, A. (2003). Management of services to students. In S. Panda, Planning and managament in distance education (pp. 155-169). London: Kogan Page. Todaro, M. P., & Smith, S. S. (2003). Classic theories of development: A comparative analysis. In Economic development, New York: Longman.

Other Useful Resources:
Hayakawa, S.I. //Language in Thought and Action//. 1939. Enlarged ed. San Diego: Harcourt Brace Jovanovich, 1978. Moe, T., Chubb, J. (2009). Liberating learning. San Fransisco: Jossey-Bass

Noteworthy Journal Articles:
Adams, S. B. (2009). Educational Approaches: A Typology to Classify Distance Education Institutions. Ally, M. (2008). Foundations of educational theory for online learning. In T. Anderson, Theory and practice of online learning, 2nd ed. Athabasca, AB: Athabasca University. Anderson, T., Rourke, L., Garrison, D. R., & Archer, W. (2001). Assessing teaching presence in a computer conferenceing context. Journal of Asynchronous Learning Networks, 5 (2), 1-17. Brown, J., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18 (1), 32-42. Close, L. (2007, 05 11). A pattern that's tailored to fit. Times Higher Education Supplement, pp. Special section p8-8, 1/2p. Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education, 15 (1), 7-23 Learning Through Work. (2000). How Does It Work?Retrieved August 3, 2009, from Learning Through Work: Easton, D. (1957). An approach to the analysis of political systems. World Politics, 9 (3), 383-400. Pritchett, L. (1996). Where has all the education gone? Washington, D.C.: The World Bank. Psacharopoulos, G. (1995). The profitibility of investment in education: Concepts and methods Schultz, T. (1961). Investment in human capital. The American Economic Review

Web Pages:
Jarche, H. (2008). //So you want to be an eLearning consultant?// Retrieved March 26, 2011, from eLearn Magazine: [] Johnson, M. (2009). //Business Model Archetypes//. Retrieved March 23, 2011, from Seizing the White Space: [] _Archetypes.pdf

Watson, J. & Ryan, J. (2007). Keeping pace with k � 12 online learning: A review of state-level policy and practice. Retrieved from North American Council for Online Learning website: http://www.inacol.org/resources/docs/KeepingPace07-color.pdf

This is not a scholarly report but an annual summary of the progress that is being made by public schools in the U.S. in implementing online learning. The North American Council for Online Learning (NACOL) and Watson publish this compendium annually, since 2004, and it has grown to be something of a touchstone in the industry. It should be noted that NACOL exists to promote inline learning so they could not be considered neutral in their views. Still, Watson and Ryan are recognized by numerous organizations, including some of the Regional Educational Laboratories (RELs) as authoritative in the field. I find the detailed survey and analysis to be a useful source of data and trend information on the growth of K-12 online learning.

Reigeluth, C. & Duffy, F. (2008). The AECT FutureMinds Initiative: Transforming America�s school systems. Educational Technology 49(3) 45-49. Retrieved August 8, 2009 from ERIC database.

The article discusses on an approach to educational reform in public education and an initiative to carry out that reform. It points to the need for a paradigm shift regarding public education and then focuses on an effort - the FutureMinds Initiative that is aimed at facilitating that change. The key concern is avoiding 'piecemeal reforms.' The article is written by Charles M. Reigeluth and Francis Duffy. Reigeluth is a professor at the Indiana University School of Education. Duffy is a professor of education at Gallaudet University. Reigeluth, a specialist in education technology, and Duffy, who specializes in change management have written extensively on public school improvement. While the journal is not peer reviewed, it is indexed in the Current Index to Journals in Education and in Education Index. The article includes a reference list of scholarly writings with 19 entries. The evaluation and direction that the article charts seems well supported by the referenced documents. The article's focus is on change management and so diverges from my key interest which is how DE, especially online learning, can be a key tool in advancing the agenda.

Cavanaugh, C. Barbour, M. & Clark, T. (2009). Research and practice in k-12 online learning: A review of open access literature. International Review of Research in Open & Distance Learning 10(1) p 1-21. Retrieved August 8, 2009 from Education Research Complete

The article reviewed and classified the literature on K-12 education and the use of online learning. In performing a quantative metasynthesis analysis, the authors were able to find important themes in the literature on online learning: types of virtual schools, roles of participants, benefits and challenges, quality and standards. The three authors are credible scholars in the field and have written numerous articles in the field. Michael Barbour, in particular, has produced significant research. The article is published in a peer reviewed journal and provided an extensive list of references (perhaps the most valuable part of the report). This article is useful to me first in helping me to understand what sort of research is currently being done in the field and also in the authors� extensive reference list.

SchWeber, C. (2008, July). Student learning and student services: Policy issues. Journal of Asynchronous Learning Networks, 12(2), 67-72. Retrieved August 7, 2009, from Academic Search Complete database.

This article discusses policies that distance education (DE) institutions must consider as online and blended learning programs are implemented at the university level. The discussion focuses on issues related to academic and student learning as well as student support. Multi-campus policies are also covered. The author holds a PhD. in Education and is a professor at the University of Maryland University College where she chairs the UMUC Doctor of Management Program. Dr. SchWeber has with a strong background in education and management and has published numerous scholarly works. The reference list includes scholarly resources and interviews with participants in the field. The article presents examples of the policy issues that she is discussing to support her contentions. This brief article was well written and concise but was not directly related to my research.

Annotated Bibliography for Learner Support in Distance Education, (DEPM 608)
Brindley, J. E. (1995). Learner services: Theory and practice, Distansutbildning i itveckling, Rapport nr. 11 (pp. 23-34). Umea, Sweden: University of Umea. This article presents a discussion of the range of services that can be made available to open and distance learners (ODL) to support their learning experiences. It presents a theoretical framework for learner support in ODL and uses that framework as a basis for building a conceptual model of learner services. The author makes the case that learner services should be integral to the ODL program, not treated as add-ons to the program. The author has written widely in the field of distance education and is a recognized expert. The article is published in a scholarly journal and includes numerous scholarly references. The theoretical framework and the model provide a useful starting point in understand the elements and issues relevant to an understanding of ODL learner support.

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 Universit�t Oldenburg. This chapter serves as an introduction to a volume on learner support and lays the groundwork for further understanding of the topic. It introduces the issue of learner support, presents definitions of terms that are essential to a discussion of open, distance, and online learning, and offers an overview of the remaining chapters of the volume. The volume is part of a multi-volume text series on ODL that brings together recognized experts from across the discipline to consider various topics in a scholarly and internationally scoped way. The authors are recognized experts in the DE field who has been published extensively in scholarly journals. An extensive reference list is provided. The authors' work is broad and general enough to effectively survey the topic of learner support which makes the chapter useful in providing foundational knowledge on the topic.

LaPadula, M. (2003). A comprehnsive look at online student support services. //American Journal of Distance Education, 17 //(2), 119-128. This research paper uses a survey of online students to understand their attitudes about learner support, especially level of satisfaction with the learner support provided by their institution. The author offers a literature review and then documents the survey done at the New York Institute of Technology (NYIT). The literature review identifies 3 categories of learner services: Academic advising/career counseling, Personal/mental health counseling, and Services that promote a sense of community (teaching/tutoring is omitted). The student survey, while identifying a generally acceptable level of satisfaction, notes that the NYIT students were interested in additional online services. Dr. LaPadula is an associate professor at NYIT in behavioral and social sciences. The article is presented in a reputable scholarly journal and contains a reference list of 8 scholarly resources. The survey appeared to use appropriate and objective survey methods. The article is useful to gain preliminary understanding of the types of learner services that might be available to online students.

Rekkedal, T. (2004). Internet based e-learning, pedagogy and support systems. In J. E. Brindley, C. Walti, & O. Zawacki-Richter (Eds.), Learner support in open, distance and online learning environments (pp. 71-93). Oldenburg: Bibliotheks- und Informationssystem der Universit�t Oldenburg. In this chapter, the author presents a primer on learner support for DE, noting the internet's impact. The article contains basic information on what learner support is and why it is important. Definitions of key distance education terms are offered and a summary of theories underpinning learner support is given. Key theoreticians, including Moore, Peters, Holmberg, and Garrison, are discussed, offering a number of different points of view. The importance of giving appropriate learning support to ODL students is highlighted. Finally, useful models of OLL/DE Learner Support are presented. Dr. Rekkedal is a pioneer in the study of distance education; his credentials are impeccable. Using the extensive reference list that is included, he offers substantial support for his views. He presents his own views and theories in a fair and reasonable way. Like the previous articles, this presents a useful foundation for understanding learner support. Of particular interest is the treatment of "The Virtual University Reference Model" a comprehensive model of learner support functions.

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 fascinating Web-based resource presents the work of a partnership project that sought to identify which learner support services should be offered by an online institution. The web-site describes the project, presents its findings in the form of a model for online learner support services, and guidelines for offering those services. The site recognizes a range of different types of students over a span of distance and time which an online institution must be prepared to support with integrated online services. The individual authors of the web-page are obscure; the partners in the project include 3 online post-secondary schools, a software development firm, and a non-profit organization. The work is not published in a scholarly journal, does not present a scholarly reference list, and is no longer available on the web. The strength of this piece is in its model, and its prescriptive content, indicating not just what should be made available but, in many cases, how it should be made available.

Berge, Z. L. (1995). //The role of the online instructor/facilitator.// E-Moderators.com. Retrieved from http://www.emoderators.com/moderators/teach_online.html This article presents the key roles and activities that an online instructor must fulfill to be effective. The author presents a practical, concrete list of approaches, guidelines and techniques for teaching in a computer mediated environment. The list includes pedagogical, social, managerial, and technical roles of the instructor. Dr. Berge is a professor of Training & Development who has written many scholarly articles and books on the subject of ODL and is clearly an expert in the field. This article, presented on Berge's website "eModerators" and published in a scholarly journal, comes with a list of references and further readings on the subject. Short on theory but long on practical advice, this article, though somewhat dated, is a very useful primer on the role of the teacher/tutor in online learning.

Blaschke, L.M. (2004). Sustaining online collaboration: Seven lessons for application in the Volkswagen AutoUni. In U. Bernath & A. Sz�cs (Eds.), //Proceedings of the 3rd EDEN Research Workshop Oldenburg, March 4-6, 2004//, (pp. 388-394). Oldenburg: Bibliotheks- und Informationssystem der Universit�t Oldenburg. This paper presents practical approaches to building an effective collaborative learning environment. Having identified a strong need for collaborative knowledge building at VW's new blended learning environment (the author fails to make clear that AutoUni is VW's nascent private university) the author presents seven key "lessons" on how to meet that need. The lessons focus on how to create the culture and behaviors that will lead to successful interaction between learners. Building trust, fostering leadership, and generating effective communications are all offered as elements in the effort. The author is a professor of DE and a consultant in communications and e-learning who has published numerous papers on the subject. This paper was presented at the 3rd EDEN workshop, a forum for scholarly work in distance education. The author's recommendations are well supported by other scholarly writings. A thorough list of references is provided. The strength of the paper is that it offers practical prescriptions for leadership and collaboration in DE, key elements of effective tutoring and teaching in DE.

Naidu, S. (2004). Supporting learning with creative instructional designs. In J. E. Brindley, C. Walti, & O. Zawacki-Richter (Eds.), //Learner support in open, distance and online learning environments// (pp. 109-116)//.// Oldenburg: Bibliotheks- und Informationssystem der Universit�t Oldenburg. This chapter lists various strategies for creating situated, authentic learning experiences using technical media. The author emphasizes the importance of scaffolding student learning in online learning and other technology-based education. He then analyzes five strategies that, when used proactively, can provide authentic learning situations to students. The author has written numerous articles and papers on the subject of computer supported learning, has done extensive consulting in e-Learning, and is recognized as an expert in the field of DE. This chapter is published in an anthology of writings on the subject of learner support in DE. The author supports his ideas with a thorough reference list. This source is effective in broadening one's understanding of learner support, and would serve as a useful source of ideas and approaches for instructional designers.

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 Universit�t Oldenburg. This chapter discusses the value of offering study skills as fundamental learner support for distance learners, and presents a model for delivery of such skills. After an overview and presentation of definitions, the author describes OUUK's approach to providing study skills as learner support. This comes together as a vision of a dual-mode (paper-based and online) model of study skills available to students on a "pick and mix" basis. The author spent 20 years in Student Services at the OUUK, where she developed student support policy and published her research. The author brings in various perspectives and supports her point of view with references from other scholarly works which are listed with the paper. The most useful elements of the work are the listing of the various study skills that a student might need and the organic vision of a learner support capability available in the students' preferred mode.

Simpson, O. (2004). Retention and course choice in distance learning. In U. Bernath & A. Sz�cs (Eds.), //Proceedings of the 3rd EDEN Research Workshop Oldenburg, March 4-6, 2004//, (pp. 381-387). Oldenburg: Bibliotheks- und Informationssystem der Universit�t Oldenburg. Simpson's paper considers approaches to helping distance learners make effective, well-informed choices in selecting courses. Noting the risks associated with students' choices of courses, he identifies five alternatives for providing information about course content and level of difficulty. The paper provides a balanced assessment of each of the five before using a mix of qualitative analysis, student feedback, and cost data. Mr. Simpson is a member of the staff at OUUK. The paper was presented at the 3rd EDEN workshop, a forum for scholarly work in distance education. A reference list is provided. This paper provides a useful introduction to this particular element of student support while offering a broadened perspective of what might be considered learner support.

Walti, C. (2004). Implementing web-based portfolios and learning journals as learner support tools: An illustration. In J. E. Brindley, C. Walti, & O. Zawacki-Richter (Eds.), //Learner support in open, distance and online learning environments// (pp. 157-168)//.// Oldenburg: Bibliotheks- und Informationssystem der Universit�t Oldenburg. This chapter describes the value and uses of student portfolios and learning journals as learning tools, specifically within the context of the UMUC MDE program. The chapter describes the MDE program as the context for describing these two tools. The tools are then defined, their strengths and drawbacks are discussed and the value within the MDE program is explained. The values of these tools as the basis for the MDE capstone course and as a long term learning tool are highlighted. The author is an instructor in the UMUC MDE program and has authored other works within this learning series. The chapter is included in a scholarly anthology on the topic of learner support. An extensive reference list is provided as well as a listing of other relevant resources. This work is useful in seeing how student portfolios and learning journals can support learning by encouraging students to become fully engaged in their learning

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 Universit�t Oldenburg. The chapter describes the ways academic libraries can support online learners and develop their "information literacy." The paper offers a definition of "information literacy" and argues for its value to the modern scholar. The paper lists the array of resources that libraries are able to offer as well as the ways that libraries can use online tutorials to teach "information literacy." The importance of providing outreach to both students and faculty is discussed. The chapter is included in a scholarly anthology on the topic of learner support. An extensive reference list is provide and used to support the authors' assertions. Since library services are a critical element of learner support, an understanding of what libraries and librarians can do to help DE students is valuable; this paper surveys that topic well.

Granger, D., & Benke, M. (1998). Supporting learners at a distance from inquiry through completion. In C. C. Gibson (Ed.), //Distance learners in higher education// (pp. 127-137). Madison, WI: Atwood Publishing. This chapter presents practical advice on providing learner support throughout the learner�s relationship with the educational institution. The central idea presented in this chapter is that, in designing learner support, one must "know the learner." This dictum should, according to the authors, be applied from first contact with a prospective learner, through the learner's completion of his/her course of study. Practical examples are given for each phase of the relationship. Daniel Granger and Meg Benke have published numerous papers on the subject of learner support and instructional design and are accepted as experts in the field. The reference list is short and is not used to directly support statements in the chapter. The advice given in the chapter is practical in nature and reflects the experiences of the authors. The central idea of the article is a useful one and the authors' application of that idea concrete and practical.

Lefoe, G., Gunn, G., & Hedberg, J. (2002). Recommendations for teaching in a distributed learning environment: The students' perspective. //Australian Journal of Educational Technology, 18//(1), 40-56. Retrieved from http://www.ascilite.org.au/ajet/ajet18/lefoe.html This paper presents a case study of the implementation of a new distributed (DE) learning program at an Australian university. The case study identifies student focused issues in this new program, including academic, technological, administrative and learner support issues. The report then identifies 8 key recommendations that should be applied to the new program. Each of the authors is active in teaching and research in technology mediated learning and has published in scholarly journals. An extensive reference list is provided. As a case study, the paper presents various students' views on the new program. This paper is most interesting in that we get to witness a university in the process of self-evaluation in how it serves its DE students.

Tesch, P.C. (2004). Ethics in distance education. In U. Bernath & A. Sz�cs (Eds.), //Proceedings of the 3rd EDEN// //Research Workshop Oldenburg, March 4-6, 2004//, (pp. 481-484). Oldenburg: Bibliotheks- und Informationssystem der Universit�t Oldenburg. The presenter offers ideas and considerations on the principles of distance education ethics. Noting differences between traditional classrooms and online learning, he identifies key areas of ethical concern, especially the protection of intellectual property. He also notes the importance of protecting cohort privacy and respecting students and teachers. Dr. Tesch is Professor Emeritus at Concordia University specializing on ethics and online learning. This paper was presented at the 3rd EDEN Research Workshop, 2004. A very thin reference list is provided. This is an interesting paper that is not directly related to learner support systems or practices, beyond setting a context for providing some learner support services.

Annotated Bibliography for Distance Education, Globalization, and Development, (DEPM 626)

Abrioux, D. A. M. X., & Ferreira, F. (Eds.). (2009). Perspectives on Distance Education: Open Schooling in the 21st Century Vancouver:COL. This book, an anthology of works by various specialists, provides a comprehensive look at Open Schooling. After an introductory overview, the authors introduce three themes regarding Open Schooling: policy development, the use of information technology, and cost analysis. Following that are six case studies documenting implementations of Open Schooling around the world. The book is published by the Commonwealth of Learning and the authors are all reputable experts in their fields, so I accept this as a dependable scholarly source. I anticipate that this book, especially the case studies will provide the basis for the rest of my research.

Siaciwena, Richard. (2000). Open schooling: Issues and challenges. Retrieved from www.col.org/ SiteCollectionDocuments/Open_schooling_Issues_and-challenges.pdf This paper presents a brief overview of Open Schooling and discusses challenges facing Open Schooling today. It begins with a brief history of Open Schooling, presents some representative examples of Open Schooling and considers some key issues regarding Open Schooling. Mr. Siaciwena is the director of distance education at the University of Zambia who has written numerous papers on the subject. I expect to use this paper to support a high-level understanding of Open Schooling and to consider future directions for Open Schools.

Rumble, Greville & Koul, Badri N (2007) Open Schooling for Secondary and Higher Secondary Education: Costs and Effectiveness in India and Namibia, Vancouver, Commonwealth of Learning. The paper provides an overview of Open Schooling, specifically focused on the costs and benefits of such programs. After presenting an overview of what Open Schooling is, the authors discuss methods of cost analysis related to Open Schooling. The report then uses case studies of the NIOS program in India and the NAMCOL program in Namibia to deeply analyze the environment and challenges that these two countries face and the way they respond with Open Schooling. Dr. Rumble is an acknowledged expert in the field of DE. Along with providing a foundation for considering costs and benefits of Open Schooling programs in general, I have uses this paper as the source for cost data on print-based Open Schooling.

Murangi, H.V. (2009). Open schooling in educational transformation: The case for the Namibian College of Open Learning. In Abrioux, D. A. M. X., & Ferreira, F. (Eds.). Perspectives on Distance Education: Open Schooling in the 21st Century Vancouver:COL. (pp. 85-109). This chapter provided the detail for NAMCOL, the print-based open school system in Namibia.

Pant, M. P. (2009). National Institute of Open Schooling, India: A case study. In Abrioux, D. A. M. X., & Ferreira, F. (Eds.). Perspectives on Distance Education: Open Schooling in the 21st Century Vancouver:COL. (pp. 111-128). This chapter provided the detail for NIOS, the print-based open school system in India. Calderoni, J. (1998). Telesecundaria: Using TV to bring education to rural Mexico. Education and Technology Notes Series, 3(2). Washington D.C., The World Bank. This paper provides a detailed treatment of the Telesecundaria program in Mexico. It offers details on how the program works and who benefits from it. A detailed cost/benefit analysis is included as is an assessment of the future prospects and plans for the program. This paper is part of a larger effort by the World Bank to consider the uses of technology for educational purposes. The paper will provide me with an understanding of Telesecundaria for that section of my conference and paper.

Duran, J. (2001). The Mexican Telesecundaria: diversification, internationalization, change, and update. Open Learning, 16(2), 169-177 Duran gives a detailed description of the Telesecundaria program, He provides data on effectiveness, cost, and overall impact on rural education in Mexico. He also treats the use of Telesecundaria in non-formal education and comments on the future of such programs. I used this article to confirm the operations of the program and cost information.

De Moura Castro, C., Wolff, L., & Garcia, N. (1999). Mexico's Telesecundaria, Bringing education by television to rural areas. TechKnowLogia 4(1), 29-33. Retrieved from @http://www.techknowlogia.org/TKL_active_pages2/CurrentArticles/main.asp?IssueNumber=1&FileType=PDF&ArticleID=6. This journal article offers an overview of the Telesecundaria program and provides an understanding of the program's goals approaches, effectiveness. I used this article to support and verify contents found in other articles and to understand more fully how the system works.

Anzalone, S. Bosch A. (2005). Improving Educational: Quality through Interactive Radio Instruction; A Toolkit for Policy Makers and Planners (African Region Human Development; Working Paper No. 52). Washington, D.C., The World Bank. This World Bank-published report offers an extensive treatment of Interactive Radio as an instructional tool. The report presents itself as a "toolkit" for practical implementation and use of IRI. The report's primary focus is on Sub-Saharan Africa, with data from other countries included as well. The report introduces IRI, describes how it works, considers cost effectiveness, and discusses implementation of an IRI program. The paper will provide me with a background for understanding IRI as an approach to providing Open Schooling for developing countries.

Tilson, T., Jamison, D., Fryer, M., Godoy-Kain, P. Imhoof, M. (1991, March). The Cost-effectiveness of Interactive Radio Instruction for improving primary school instruction in Honduras, Bolivia and Lesotho. A paper presented at the CIES Annual Conference. Pittsburgh, Pa. Retrieved from ERIC database. A detailed if somewhat dated case study-based comparison of three countries' use of interactive Radio Instruction. This source focuses on cost analysis for the three countries IRI programs. This study represents a seminal work in the field. I used it to provide some details on how IRI works and as the source of my cost comparison data for IRI.

H�lsmann, T. (2004). The two-pronged attack on learner support: Costs and the centrifugal forces of convergence. In J. E. Brindley, C. Walti, & O. Zawacki-Richter (Eds.), //Learner support in open, distance and online learning environments// (pp. 241-250)//.// Oldenburg: Bibliotheks- und Informationssystem der Universit�t Oldenburg. This discussion of learner support includes the author�s treatment of the two types of computer based instruction. Cost structures for distance education using ICTs are also provided. The author is recognized expert in the DE field with many publications to his credit . Bakia, M. (2002). The cost of computers in classrooms: Data from developing countries. TechKnowLogia, 4(1), 63-68. The author provides a detailed breakdown of the costs of using computers in classrooms. Barbados, Chile, Turkey, and Chile are used as the sources of the cost data. Her model is to use the computers in a lab environment so that the costs per student stay relatively low. This article serves a foundation for my cost data on CBT.

Cawthera, A., World Bank, W., World Bank, W., & Department for International Development, L. (2002). Computers in Secondary Schools in Developing Countries: Costs and Other Issues (Including Original Data from South Africa and Zimbabwe). Retrieved from ERIC database. This article provides further detailed information on the structure and components of costs associated with the use of computers in classrooms. The author provides commentary on the value and uses of classroom computers and calls somewhat into question effectiveness of these computers. I expect to make greater use of this paper in my final research paper.

Daniel, J. (2010, September). Computers for Secondary Schoolchildren: A busted flush? Presented at the World Computer Congress, Brisbane, Australia. Retrieved from @http://www.col.org/resources/speeches/2010presentation/Pages/2010-09-20.aspx Daniel�s commentary on the effectiveness of computing in secondary schools for the developing countries provided a high level perspective for my report. He identifies programs that, in some ways, work, and suggests directions for the future.

Gaskell, A., Mills, R. (2009). //Using Mobile Technology for Learner Support in Open Schooling: A Report to the Commonwealth of Learning//. Cambridge Distance Education Consultancy, Von H�gel Institute, St Edmund�s College. Retrieved, from the World Wide Web: @http://www.col.org/SiteCollectionDocuments/Mobile_Technologies_FinalReport.pdf NN. (2008). //Using Mobile Technology for Learner Support in Open Schooling: Developing countries//. Project report for: Commonwealth of Learning SAIDE, COL. Retrieved, from the World Wide Web: @http://www.col.org/SiteCollection Documents/Mobile%20Technology_ Final%20Report.pdf These two research papers, the first focused on Europe, the second on Africa, look at how mobile communications devices (mobile phones) are and can be used to support distance education, in particular, Open Schooling. Each presents an overview of issues relevant to mobile phone use as an educational outreach tool. They present case studies which include interviews and site visits to institutions that are using mobiles for Open Schooling. These reports are published under the auspices of the Commonwealth of Learning. They will provide the foundation for my assessment of mobile technology in Open Schooling.

Chapter 3 of this work provided the foundational understanding of Open Schooling as well as for Telesecundaria and Instructional Radio . Open Learning, v22 n2 p159-165 Jun 2007. (EJ763752)

Bosch, A., Rhodes, R. & Kariuki, S. (2002). Interactive radio instruction: An update from the field. In W.D. Haddad & A. Draxler (Eds.), //Technologies for Education: Potentials, Parameters, and Prospects// (pp. 134-143)//.// Paris: UNESCO and the Academy of Educational Development

Farrell, G. (2003). An overview of the developments and trends in the application of information and communications technologies in education. In Farrell, G. & Wachholz, C. (Eds.),Meta-survey on the use of technologies in education (pp. 12-14). Bangkok: Asia and Pacific Regional Bureau for Education.