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Tony Bates, ( 2003),   Editorial.  Journal of In-Service Education, Mar2003, Vol. 29 Issue 1, p5. 6p.

The Journal of Distance Education / Revue de l'Éducation à Distance, Vol 26, No 1 (2012) A Critique of the Community of Inquiry Framework Cindy Xin, VOL. 26, No. 1

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Rambe, P. (2012). Constructive disruptions for effective collaborative learning: Navigating the affordances of social media for meaningful engagement. Electronic Journal of E-Learning, 10(1), 132-146. The essentialist view that new technological innovations (especially Social Media) disrupt higher education delivery ride on educators' risk averse attitudes toward full-scale adoption of unproven technologies. However, this unsubstantiated logic forecloses possibilities for embracing the constructive dimensions of disruptions, and grasping the tremendous academic potential of emerging technologies. Community of inquiry and virtual ethnography adopted as theoretical and methodological lenses for exploring the productive pedagogical impacts of appropriating Social Media in an Information Systems course at a South African University. Lecturer-student and peer-based postings on Facebook examined to understand the influence of Facebook adoption on student meaningful learning and pedagogical delivery. The findings suggest that Facebook constituted a collective "Third space" for student enactment of counter scripts, augmented traditional academic networking, fostered "safe" havens for student democratic expression, and afforded learning communities for student co-construction of knowledge. Shortfalls identified include challenges of developing quality academic discussions and fostering student engagement at epistemological and conceptual levels to ensure deep learning. The study recommends a multi-pronged strategy that foregrounds contingent relaxation of academic authority, on-task student behavior, strategic alignment of powerful collaborative technologies with pedagogical designs, and learning needs and styles of students.

Raiker, A. (2009). Transformational Learning and e-portfolios: A Pedagogy for Improving Student Experience and Achievement. International Journal Of Learning, 16(8), 313-323. Abstract Article Review:  Transformative learning occurs when an individual's understanding opens up a new vista of interconnected learning. As an individual develops, s/he is increasingly able to solve abstract problems logically and to think critically of the self and others in moral, social, emotive and judgmental terms. The individual assimilates and accommodates the reformed knowledge gained into new structures of thought, affecting esteem and efficacy. The transformation achieved results in autonomy, a necessary attribute in the current climate of world-wide change. Of course, the reformed knowledge might result in negative outcomes with the individual's sense of self being lowered with resulting dependency. A way of ensuring positive outcomes is through the structured and supported use of e-portfolios in personalized and reflective mode. This approach reflects current policies in England calling for the development of e-assessment and the embedding of personal learning and thinking skills into school, further and higher education curricula. However, the success of these initiatives determined by what happens at the point of pedagogical interaction. This paper takes as its starting point the UK's Joint Information Systems Committee's declaration that in using e-portfolios the pedagogy not the resource comes first

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Michael Moore uses the pedagogical categories of dialogue, structure, and autonomy (Moore & Kearsley, 2012, pp. 209-214), which, in our course reading for this week, Peters (2004) refers to as the three constitutive elements of distance education. According to Moore's theory of transactional distance, the interrelation of these three categories influences transactional distance, which is the mental or psychological distance experienced by students learning in a distance education environment. For example, Moore's theory states that in a course where there are high levels of dialogue, transactional distance tends to be lower, whereas a higher level of transactional distance often exists in courses where there are low levels of dialogue.

The concept of andragogy was made popular by Malcolm Knowles in the 1970s. Knowles' ideas stemmed from the belief that teaching and learning approaches for adults should be fundamentally different from those for children and are based on the belief that the more mature a learner becomes, the more self-directed the learner will be in his or her own learning. The andragogical approach is a holistic, learner-centered model comprised of the following six principles: Learner's need to know:Adult learners want to decide what will be learned, and when and how it will be learned. Self-concept of the learner:Adult learners want to plan and direct their learning. Prior experience of the learner:Adult learners have a wide range of past experiences to draw from in understanding and applying what they learn. Readiness to learn:Adult learners want to understand the relevance of what they are learning to them and to their environment. Orientation to learning:Adult learners prefer a problem-centered approach to learning. Motivation to learn: Adult learners are internally, rather than externally, motivated to learn (Knowles, Swanson, & Holton, 2011, p. 3)

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