Introduction:
To understand the impact of new media in online learning, this literature review will focus on three ideas relative to understanding prior and future research in this field. These include adult learning and andragogy, new media and online education and social presence and learning with new media. In an era when technology is continually changing and our global society is becoming more interconnected, people must become lifelong learners if they wish to continue being competitive. Although the expansion of technology has been a contributing factor in this change, it may also provide the solution to empower people to acquire what they need to learn. To maximize the effectiveness of these new learning tools, it is important to consider and understand the needs of adult learner, and how new media accommodates these different needs. By considering these three areas of research, a clearer picture will emerge as to what has been done, and what yet remains to be understood.
Adult Learning and Andragogy:
The term Andragogy was originally used by Alexander Kapp (a German educator) in 1833, and was developed into a theory of adult education by an American educator, Malcolm Knowles during the later 20th century. Knowles theories can be summarized with four postulates:
1. Adults need to be involved in the planning and evaluation of their instruction (Self-concept
and Motivation to learn).
2. Experience (including mistakes) provides the basis for learning activities (Experience).
3. Adults are most interested in learning subjects that have immediate relevance to their job or
personal life (Readiness to learn).
4. Adult learning is problem-centered rather than content-oriented (Orientation to learning).
(Knowles, 1984)
These principles were designed to clarify the difference of andragogy teaching standards from pedagogy - the learning needs of pre-adult learners. These will be important principles to consider when reviewing the different features of new media in online learning.
Fozdar (2007) researched the relationship between mobile learning and student retention. Given the lack of internet access in India, cell phones were the tool of choice to give feedback and discuss student work. Though the use of surveys, it was determined that although students appreciated the use of cell phones to provide student with flexibility, text messaging provided limited means for communicating information. This limitation led students to have misgivings about the quality of education provided in this forum. Additionally, the information provided in the study did not specifically address how the andragogy needs of students were addressed.
Glogoff (2007) conducted research on the use of blogging for hybrid classes and exclusively online classes. The advantage of communicating online for the students was that being able to give honest feedback based on anonymity was helpful for students to improve their knowledge of the information being learned in class, which assisted in enhancing their learning. During the research, it was discovered that the hybrid classes provided more feedback to each other than online only classes. Consequently, students who did not blog felt excluded from their classmates and limited in their learning. This led to the course requirement that students would be required to post at least three times a week to encourage the blogging process and the classroom community. This requirement improved the community, and demonstrated the necessity and value of the research conducted.
The activity and its research highlight the importance of student being involved in their collective learning and the opportunity of experiencing feedback from other students to learn from their mistakes and improve upon their learning activities. These features are critical to the principles for successful andragogy.
Research conducted by Witte (2007) also highlights the need to compare the difference between pedagogy and andragogy. Witte (2007) attempted to have middle school students use blogging as a forum to "provide opportunities for students and future educators to develop their digital fluency while also strengthening their traditional literacy skills" (Witte 92). Students actively used the blog, but student achievement was not discussed in her research.
Witte (2007) believed that since students liked to communicate in this forum, it could be utilized in a middle school setting for pedagogical purposes. Since an improvement in traditional literary skills was not highlighted, one cannot conclude whether this tool was effective in this forum. However, it may be the case that because of the difference of learning needs between middle schoolers and adults, blogging may be a tool better suited to the needs of adult learners.
New Media in Online Education:
As new media technology becomes available, the opportunities to use it for online educational purposes is considered. With such considerations, it is important to know what research has been done, both to anticipate the potential limitations of the new media, as well as to foresee how the new media may strengthen online education.
Luanne and Martin (2007) report on several myths held strongly by many teachers against the use of podcasting. These myths focus on the perception that students will use podcasts as a substitute for in class learning. Luanne and Martin (2007) dispute these claims saying that students can gain information from the podcasts that they may not have understood the first time, and can enhance the students' overall learning experience. Additionally, the use of podcasts has the ability of improving the classroom experience, because students can come to class with a better grasp of the material.
The misconceptions mentioned in the article seem rooted in fundamental beliefs about how education should work, as well as a lack of understanding of what role new media can play in improving online education, as well as what occurs in the classroom. To effectively utilize these technologies, educational institutions will be required to invest time to train their instructors in research-based uses that optimize the learning experience for their students. So long as these beliefs continued to be held, they will pose as a limitation to the promising role of new media in online learning.
Lam and McNaught (2006) a qualitative study was conducted to consider how effective three types of new media in online learning were for students. The first involved explaining complex concepts and ideas with a series of sequential diagrams or texts. The second involved on increasing students' motivation by utilizing multimedia materials for vivid representations in lessons. The third focused on students using multimedia for projects generated by students.
Whereas the students had difficulties in Case one, Cases two and three found great benefits; Case two found the material helpful for learning and application; Case 3 found that the multimedia tools were great for extending creative thinking and analytical skills. The results of this research were used to refine the course offerings and improve it overall (Lam and McNaught 2006) This research highlights the importance of determining not only effective uses of new media in online learning, but qualifying the type of learning that may be gained with different types and applications of the new media.
Another study comparing different new media was performed by Pegler and Mason (2005). In their research, students incorporated four different forms of communication in an online course about Learning in the Connected Economy. These forms of communication included blogging, audio technology, instant messaging and the Harvard Rotisserie system.
The research concluded that although students liked all forum (for the most part) they most strongly favored audio technology and instant messaging (Pegler and Mason 2005). The college students involved in the study chose the two systems that offered instant communication and response to each other. In this study for this class, this may prove effective. Whereas the previous study considered impact that new media had on the entire format of a class, this study only focuses on one facet of the online class. Both studies offer interesting models for the types of research that this field requires.
Social Presence and learning with New Media:
Within the educational field, conflicting opinion and conclusions from research have been obtained about the social presence (or lack thereof) in using new media. Some studies cite strong advantages offered by blogging that enhance student learning; others cite criticism in which students report feeling isolated from each other .
Research by Dickey (2004) concluded that students felt isolated and alienated from each other, because their only contact with each other was through emails, chat rooms and discussion boards. Additionally, El Mansour and Mupinga (2007) conducted research with hybrid classes in which technology problems and feelings of isolation were also reported. Both believed that quality interaction and collaboration were an important part of an effective learning environment.
Research by Sparks and Mentz (2006) used instant messaging in an online class for graduate programs. The interactions that were enabled by instant message between students as well as students and teachers proved to be powerful tools to foster strong collaboration. Students were also given control on how to use instant message, and provided each other with an enriched learning environment.
The research demonstrates the manner in which new media in online learning needs serious consideration. Whereas Dickey (2004) discovered one outcome when using different communication tools, Sparks and Mentz (2006) conclusions were quite different. Whether it is the bias of the researcher, a misalignment of technology with an online program, or a online course design flaw, further research needs to be performed to determine what technologies best compliment what programs to continually improve student learning and achievement.
Citations:
Berdarrain, Y. (2006). Distance education trends: Integrating new technologies to foster student interaction and collaboration. Distance Education. 27 (2), 139-153.
Dickey, M. (2004). The impact of web-logs (blogs) on student perceptions of isolationand alienation in a web-based distance-learning environment. Open Learning, 19(3), 279-291.
Fozdar, B.I., Kumar, L.S. (2007) Moblie learning and student retention. International Review of Research in Open and Distance Learning 8, http://www.irrodl.org/index/php/irrodl/article/view/345/927
Glogoff, S. (2005). Instructional blogging: Promoting interactivy, student centered learning, and peer input. Innovate, 1 (5), 1-6.
Knowles, M. (1984). Andragogy in Action. San Francisco: Jossey-Bass.
Lam, P., & McNaught, C. (2006). Design and evaluation of online courses containinig media-enhanced learning materials. Educational Media International, 43(3), 199-218
Luanne F., Martin M., (May 2007). Plugging into students' digital DNA: five myths prohibiting proper podcasting pedagogy in the new classroom domain. Vol. 3, No 3.
Sparks, P., Mentz, L. (2006). electronic not passing: Enriching online learning with new communication tools. Journal of Online Learning and Teaching, 2(4), 1-6.
Weller, M., Pegler, C., Mason, R. (2005). Use of innovative technoloties on an e-learning course. The Internet and Higher Education, 8(1), 61-71.
Witte, S. (2007). That's online writing, not boring school wirting: Writing with blogs and the Talkback Project. Journal of Adolescent & Adult Literacy. 51, 92-96
Sunday, October 28, 2007
Sunday, October 21, 2007
Assignment 7, Research Ideas
In my current position of Math Curriculum Specialist for the San Bernardino County Superintendent of Schools, I work with students that are in Alternative Education and Juvenile Court School settings. Recently, we have adopted a program called Acellus, which involve online videotaped math instruction in all subject from basic math through Calculus. My research interest is to determine if this program can positively impact student learning in math and student achievement.
The questions I would ask in forming the research is as follows:
1. How do we select students to participate in the research (experimental group)?
2. How do we define and/or measure student progress?
3. How much time do students access the program?
4. What type of demographics do we collect on students?
5. How long do we conduct the study?
6. How do we ensure that teachers involved are trained and continue to have access to technology to conduct research.
Possible research model:
Based on the annotated bibliography provided in Assignment 6, I would first select teachers that would volunteer to become familiar with the Acellus program and would have access to the necessary technology for students to participate in the online program. Students would have to be randomly selected for the control and the experimental group. The control group would receive math instruction face to face. The experimental group would receive Acellus online instruction. For the research, we may have to provide both forms of instruction, depending on what parents asked for - this is a potential limitation of the research model.
Within our school system, we currently use Star Math and Star Reading to determine the grade level that each student functions at. This test is administered when a student first arrives and every 40 days they remain with us. The test is norm-referenced and could serve as a measure to determine academic progress in math. The testing could be performed over the course of one year to determine its effectiveness - given that students only come to us if they have been either expelled or arrested, this is another potential limitation to the research model.
The type of demographics to be collected on students would include age, ethnicity, sex, and also grade level, as well as reading and math level. Correlations could be determined to exist between age (due to maturity), and reading level - research indicates that illiteracy inhibits math acquisition. Other correlations may be considered as further questioning about the research evolves.
A survey could also be used to determine what students liked or disliked about the Acellus online program, to determine the possible components of the program that were effective or ineffective in helping students learn. Such information would be very useful to determine what qualities of online education programs were effective with the population of students so accustomed to failing in the traditional settings.
Any other suggestions would be greatly appreciated from the bloggers in the audience.
The questions I would ask in forming the research is as follows:
1. How do we select students to participate in the research (experimental group)?
2. How do we define and/or measure student progress?
3. How much time do students access the program?
4. What type of demographics do we collect on students?
5. How long do we conduct the study?
6. How do we ensure that teachers involved are trained and continue to have access to technology to conduct research.
Possible research model:
Based on the annotated bibliography provided in Assignment 6, I would first select teachers that would volunteer to become familiar with the Acellus program and would have access to the necessary technology for students to participate in the online program. Students would have to be randomly selected for the control and the experimental group. The control group would receive math instruction face to face. The experimental group would receive Acellus online instruction. For the research, we may have to provide both forms of instruction, depending on what parents asked for - this is a potential limitation of the research model.
Within our school system, we currently use Star Math and Star Reading to determine the grade level that each student functions at. This test is administered when a student first arrives and every 40 days they remain with us. The test is norm-referenced and could serve as a measure to determine academic progress in math. The testing could be performed over the course of one year to determine its effectiveness - given that students only come to us if they have been either expelled or arrested, this is another potential limitation to the research model.
The type of demographics to be collected on students would include age, ethnicity, sex, and also grade level, as well as reading and math level. Correlations could be determined to exist between age (due to maturity), and reading level - research indicates that illiteracy inhibits math acquisition. Other correlations may be considered as further questioning about the research evolves.
A survey could also be used to determine what students liked or disliked about the Acellus online program, to determine the possible components of the program that were effective or ineffective in helping students learn. Such information would be very useful to determine what qualities of online education programs were effective with the population of students so accustomed to failing in the traditional settings.
Any other suggestions would be greatly appreciated from the bloggers in the audience.
Assignment 6, Annotation
Neuhauser, C. (2002).Learning style and effectiveness of online and face to face instruction. American Journal of Distance Education. 16, No. 2, 99-113.
The purpose of the study was to compare the attrition rate of student enrollment in online courses versus courses that are offered with face to face instruction. The interest in this research arose out of a study that concluded that over 90% of institutions already offered or were planning to offer online instruction.
The framework of the study considers criteria to determine possibles correlates with attrition rate. It entails demographics of the students involved in the study, including age, gender, ethnicity and learning style. The study cites four different learning styles that may impact the outcomes of the study: Concrete Experience, Abstract Conceptualization, Reflective Observation and Active Experimentation. The study hypothesiced that learning style would have a strong impact on students' attrition rate between the two programs.
The Methodology involved working with 216 Doctoral Students who began working on their Doctoral program between 1993-1998, and were given seven years to complete the program. Whether students were enrolled in fact to face or in online classes was voluntary. From these students, information related to sex, age and ethnicity was collected. Additionally, The Kolb Learning Style Inventory was administered to determine four types of learning styles. To determine if learning style was a factor, they entered data into a logistic regression equation to analyze and compare data.
The research concluded that there were no statistically significant differences between online and face to face classes with respect to sex, age or ethnicity. Additionally, when applying the logistic regression equation to the data to determine a correlation between learning style and attrition rate, a 62% correlation was determined - too week to draw valid conclusions for the purpose of research.
At the end of the study, consideration was given to the idea that Doctoral students are likely to have a higher level of motivation than other college level students. This can be a significant factor when considering that no differences were found in any of the categories studied.
This article is relevant to our current course in a few key ways. First, it highlights how early in the research phase we are in for online instruction. While looking for correlates between different demographics and attrition, little consideration was given to the types or quality of courses offered online. These considerations will likely have wait once more conclusive research is conducted that determines particular factors which result in higher attrition rates for online courses - if any exist.
Second, I thought that the model and methodology of the research was well constructed in all but one sense: I believe that results could have been different if younger students in bachelor or secondary education programs had be used. Such a research model could be adopted and adapted for a different student demographic to determine if such considerations impacted student attrition. If such research were to be conducted and determine that consideration, such as ethnicity and learning styles had an impact on attrition, further research could ascertain what qualities of online classes needed improvement to address all different learning styles. It is these considerations that assist me in forming both my research question and research design.
Jeff Burke
The purpose of the study was to compare the attrition rate of student enrollment in online courses versus courses that are offered with face to face instruction. The interest in this research arose out of a study that concluded that over 90% of institutions already offered or were planning to offer online instruction.
The framework of the study considers criteria to determine possibles correlates with attrition rate. It entails demographics of the students involved in the study, including age, gender, ethnicity and learning style. The study cites four different learning styles that may impact the outcomes of the study: Concrete Experience, Abstract Conceptualization, Reflective Observation and Active Experimentation. The study hypothesiced that learning style would have a strong impact on students' attrition rate between the two programs.
The Methodology involved working with 216 Doctoral Students who began working on their Doctoral program between 1993-1998, and were given seven years to complete the program. Whether students were enrolled in fact to face or in online classes was voluntary. From these students, information related to sex, age and ethnicity was collected. Additionally, The Kolb Learning Style Inventory was administered to determine four types of learning styles. To determine if learning style was a factor, they entered data into a logistic regression equation to analyze and compare data.
The research concluded that there were no statistically significant differences between online and face to face classes with respect to sex, age or ethnicity. Additionally, when applying the logistic regression equation to the data to determine a correlation between learning style and attrition rate, a 62% correlation was determined - too week to draw valid conclusions for the purpose of research.
At the end of the study, consideration was given to the idea that Doctoral students are likely to have a higher level of motivation than other college level students. This can be a significant factor when considering that no differences were found in any of the categories studied.
This article is relevant to our current course in a few key ways. First, it highlights how early in the research phase we are in for online instruction. While looking for correlates between different demographics and attrition, little consideration was given to the types or quality of courses offered online. These considerations will likely have wait once more conclusive research is conducted that determines particular factors which result in higher attrition rates for online courses - if any exist.
Second, I thought that the model and methodology of the research was well constructed in all but one sense: I believe that results could have been different if younger students in bachelor or secondary education programs had be used. Such a research model could be adopted and adapted for a different student demographic to determine if such considerations impacted student attrition. If such research were to be conducted and determine that consideration, such as ethnicity and learning styles had an impact on attrition, further research could ascertain what qualities of online classes needed improvement to address all different learning styles. It is these considerations that assist me in forming both my research question and research design.
Jeff Burke
Sunday, October 14, 2007
Assignment 5, 3 Articles
Article 1:
Twigg, C (2003). Models for online learning. EDUCAUSE Review, September/October 2003, 28-35.
http://www.blogger.com/post-create.g?blogID=7130684247651330354
This article references past research as well as possible theoretical constructs for effective features of current online learning.
Article 2:
McLoughlin, C. (2000).Designing learning environments for cultural inclusivity: a case study of indigenous online learning at tertiary level. Australian Journal of Educational Technology. v16, 58-72.
http://eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ625159&ERICExtSearch_SearchType_0=eric_accno&accno=EJ625159
This study will be helpful in both determining what has been studied as well as considering factors such as race, ethnicity and technology access within subcultures.
Article 3:
Twigg, C (2003). Models for online learning. EDUCAUSE Review, September/October 2003, 28-35.
http://www.blogger.com/post-create.g?blogID=7130684247651330354
This article references past research as well as possible theoretical constructs for effective features of current online learning.
Article 2:
McLoughlin, C. (2000).Designing learning environments for cultural inclusivity: a case study of indigenous online learning at tertiary level. Australian Journal of Educational Technology. v16, 58-72.
http://eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ625159&ERICExtSearch_SearchType_0=eric_accno&accno=EJ625159
This study will be helpful in both determining what has been studied as well as considering factors such as race, ethnicity and technology access within subcultures.
Article 3:
Neuhauser, C. (2002).Learning style and effectiveness of online and face to face instruction. American Journal of Distance Education. 16, No. 2, 99-113.
http://www.leaonline.com/doi/abs/10.1207/S15389286AJDE1602_4
This article will help with what has been studied as well as providing different considerations for developing a research model.
Assignment 4, Lauer Chapters 5 and 6 focus questions
1. Locate a quantitative study. Then provide the following:
a) Correct APA style Bibliographical reference and URL for the study.
Kasian, M. (Ed.). (2006). Programming remediation and intervention for students in mathematics. Ottawa, Ontario: Ontario Provincial Ministry of Education.
http://www.edu.gov.on.ca/eng/studentsuccess/lms/files/PRISMquantitative.pdf
b) List and Explain the research method
The research plan involved grouping teachers into four different categories. Three of the four groups of teachers would receive different types of training on different math intervention programs; the fourth group would receive no training (the control group)
c) Explain the research method, any instruments and how they were developed or chosen. Be sure to indicate the type of instrument (survey, interview, focus group etc.)
Information in the form of survey would be collected on teacher experience, attitudes, and student attitudes towards math and career goals. Additionally, pre-tests and post-tests were performed for each set of students to determine a correlation in student improvement within each program that teachers were trained for.
d) List the research questions and the answers the study arrived at for those questions.
This study included numerous sureveys; included is some of the questions and answer results from one such survey below:
Table 3: Examples of Teacher Attitudes/ Teaching Style
Teaching Attitude/ Style % agreeing
Value diversity in solving problems 71
Present real life applications 50
Integrate concepts 52
Focus on student success 82
Communicate with parents 48
Communicate with other teachers 73
Focus on process as well as product 76
Use open-ended explorations 63
Use technology 73
Do you want a career that involves
mathematics?
Yes 21%
No 17%
Maybe 24%
Not sure what career I want. 24%
Not sure if the career I want
involves Math. 16%
e) Evaluate the effectiveness of the research design, methods and instrument(s) of this study.
I thought the design was effective to an extent because several considerations were measured, including teacher experience and attitude, as well as students' attitude and testing data. A limitation to this experiment included is that teachers had to volunteer to participate in the program; if these programs were to be incorporated schoolwide, less enthusiastic teachers who did not want to bother implemeting a program may not be as successful with programs.
2. Locate a qualitative study. Then provide the following:
a. Correct APA style Bibliographical references and URL for the study
Hall, L. (2006). Modeling technology integration for preservice teachers: A PT3 case study. Contemporary Issues in Technology and Teacher Education [Online serial], 6(4).
Available: http://www.citejournal.org/vol6/iss4/currentpractice/article1.cfm
b) List and Explain the research method
The research method involved taking case studies of various teachers to determine the effectiveness of incorporating new technology that was funded through a grant over four years.
c) Explain the research method and how it was developed or chosen.
The case study methodology offered the opportunity to better understand the context and subsections involved in integrating technology (e.g., individuals, groups, events, and issues, relating to this grant). The case studies included college professors and K-12 teachers who model the use and implementation of technology for preservice teacers as a factor for its successful implementation. The use of culminating surveys and interview were used after the second and fourth year of the research.
d) List the research questions and the answers the study arrived at for those questions.
Though no specific questions are provided in the abstract, list of professional development skills obtained from collected information are summarized. They demonstrate the growth in staff between 2000-2002 and 2002-2004:
2000-2002
Summer minigrants
Presentations on technology topics
Workshops during academic year
One-week intensive workshops
2002-2004
Copies of textbook used in preservice technology course
Selected faculty members
Group discussions on critical issues concerning technology integration in K-12 schools
Educational specialist—workshops and discussions
Small group discussions with national experts
University-wide panel discussion by national experts
Copies of National Educational Technology Standards for Teachers
Copies of software used in pre-service technology course
On-demand, one-on-one support during academic year
Summer funding for curriculum and skill development
e) Evaluate the effectiveness of the research design, methods and instrument(s) of this study.
I believe the research design to be effective for two reasons: first, because integrating technology in education is still relatively new, it is important to understand the components that are necessary to improve the implementation of technology. Second, as specific components of implementing technology emerge, it will lay the base to determine the ground work for performing quantitative studies to better refine this process.
3. Describe a quantitative approach to answer the question: What is the effect of using only a podcast for content transmission on student learning in graduate classes?
For a research method, I would have a control group and experimental group. The control group would be a traditional class setting; the experimental group would be use the podcast in lieu of attending a classroom. The students included in the study (ideally) would be randomly selected to enter into the control and experimental group. Surveys of student attituides towards traditional and podcast classes should be developed to determine potential strengths and weaknesses in each program. Each class should receive the same syllabs, assignments and final tests. Tests should be developed that are either multiple choice or have rubrics to assign points for open-ended questions to quantify student work. Once students tests are scored, information for each test should be compared to determine differences in student learning between the control and experimental group.
4. Describe a qualitative approach to answer the question: What are the effects of using podcasts for content transmission on student learning in graduate classes?
For a study, I believe that students who are currently enrolled in online classes would be a good starting point. Case studies of students attitudes and experiences with learning online should be conducted through the course. The use of a discussion board would be a tool to enable students to exchange ideas, but as themes appeared in the discussion, this may lead to more poignant questions to be asked to better refine information collected from students. A survey could also be given in the beginning, middle and end of the course to determine how students' learning changes, as well as to determine feedback for improving the online learning experience.
a) Correct APA style Bibliographical reference and URL for the study.
Kasian, M. (Ed.). (2006). Programming remediation and intervention for students in mathematics. Ottawa, Ontario: Ontario Provincial Ministry of Education.
http://www.edu.gov.on.ca/eng/studentsuccess/lms/files/PRISMquantitative.pdf
b) List and Explain the research method
The research plan involved grouping teachers into four different categories. Three of the four groups of teachers would receive different types of training on different math intervention programs; the fourth group would receive no training (the control group)
c) Explain the research method, any instruments and how they were developed or chosen. Be sure to indicate the type of instrument (survey, interview, focus group etc.)
Information in the form of survey would be collected on teacher experience, attitudes, and student attitudes towards math and career goals. Additionally, pre-tests and post-tests were performed for each set of students to determine a correlation in student improvement within each program that teachers were trained for.
d) List the research questions and the answers the study arrived at for those questions.
This study included numerous sureveys; included is some of the questions and answer results from one such survey below:
Table 3: Examples of Teacher Attitudes/ Teaching Style
Teaching Attitude/ Style % agreeing
Value diversity in solving problems 71
Present real life applications 50
Integrate concepts 52
Focus on student success 82
Communicate with parents 48
Communicate with other teachers 73
Focus on process as well as product 76
Use open-ended explorations 63
Use technology 73
Do you want a career that involves
mathematics?
Yes 21%
No 17%
Maybe 24%
Not sure what career I want. 24%
Not sure if the career I want
involves Math. 16%
e) Evaluate the effectiveness of the research design, methods and instrument(s) of this study.
I thought the design was effective to an extent because several considerations were measured, including teacher experience and attitude, as well as students' attitude and testing data. A limitation to this experiment included is that teachers had to volunteer to participate in the program; if these programs were to be incorporated schoolwide, less enthusiastic teachers who did not want to bother implemeting a program may not be as successful with programs.
2. Locate a qualitative study. Then provide the following:
a. Correct APA style Bibliographical references and URL for the study
Hall, L. (2006). Modeling technology integration for preservice teachers: A PT3 case study. Contemporary Issues in Technology and Teacher Education [Online serial], 6(4).
Available: http://www.citejournal.org/vol6/iss4/currentpractice/article1.cfm
b) List and Explain the research method
The research method involved taking case studies of various teachers to determine the effectiveness of incorporating new technology that was funded through a grant over four years.
c) Explain the research method and how it was developed or chosen.
The case study methodology offered the opportunity to better understand the context and subsections involved in integrating technology (e.g., individuals, groups, events, and issues, relating to this grant). The case studies included college professors and K-12 teachers who model the use and implementation of technology for preservice teacers as a factor for its successful implementation. The use of culminating surveys and interview were used after the second and fourth year of the research.
d) List the research questions and the answers the study arrived at for those questions.
Though no specific questions are provided in the abstract, list of professional development skills obtained from collected information are summarized. They demonstrate the growth in staff between 2000-2002 and 2002-2004:
2000-2002
Summer minigrants
Presentations on technology topics
Workshops during academic year
One-week intensive workshops
2002-2004
Copies of textbook used in preservice technology course
Selected faculty members
Group discussions on critical issues concerning technology integration in K-12 schools
Educational specialist—workshops and discussions
Small group discussions with national experts
University-wide panel discussion by national experts
Copies of National Educational Technology Standards for Teachers
Copies of software used in pre-service technology course
On-demand, one-on-one support during academic year
Summer funding for curriculum and skill development
e) Evaluate the effectiveness of the research design, methods and instrument(s) of this study.
I believe the research design to be effective for two reasons: first, because integrating technology in education is still relatively new, it is important to understand the components that are necessary to improve the implementation of technology. Second, as specific components of implementing technology emerge, it will lay the base to determine the ground work for performing quantitative studies to better refine this process.
3. Describe a quantitative approach to answer the question: What is the effect of using only a podcast for content transmission on student learning in graduate classes?
For a research method, I would have a control group and experimental group. The control group would be a traditional class setting; the experimental group would be use the podcast in lieu of attending a classroom. The students included in the study (ideally) would be randomly selected to enter into the control and experimental group. Surveys of student attituides towards traditional and podcast classes should be developed to determine potential strengths and weaknesses in each program. Each class should receive the same syllabs, assignments and final tests. Tests should be developed that are either multiple choice or have rubrics to assign points for open-ended questions to quantify student work. Once students tests are scored, information for each test should be compared to determine differences in student learning between the control and experimental group.
4. Describe a qualitative approach to answer the question: What are the effects of using podcasts for content transmission on student learning in graduate classes?
For a study, I believe that students who are currently enrolled in online classes would be a good starting point. Case studies of students attitudes and experiences with learning online should be conducted through the course. The use of a discussion board would be a tool to enable students to exchange ideas, but as themes appeared in the discussion, this may lead to more poignant questions to be asked to better refine information collected from students. A survey could also be given in the beginning, middle and end of the course to determine how students' learning changes, as well as to determine feedback for improving the online learning experience.
Sunday, October 7, 2007
Assignment 3, Lauer Chapters 3 and 4
Question 1: Explain the key differences between descriptive and experimental research.
There are some key differences between descriptive and experimental research. Descriptive research is often used in new areas in which little prior knowledge currently exists about a field of study; with experimental research, prior knowledge is utilized to conduct a more refined study to determine if a causal effect exists by comparing control and experimental groups. With Descriptive research, there is no manipulation of variables involved, and are studied in natural environments; with experimental research, there are strong controls of several variables to determine their impact on the outcome of the research by controlling the environments people are placed in. Descriptive seeks to answer What is happening? Why is something happening? How is something happening?. Experimental research seeks a specific causal effect, such as Why does Flouride in drinking water reduce cavities?
Question 2. Explain correlational research.
Correlation research is a research design that attempts to discover relationships between two or more variables. This type of research may be performed with intact or predetermined groups, and do not require random sampling. An example of this can be the number of hours studying per week and grades in school.
Question 3. Explain the key differences between quantitative and qualitative research.
In Qualitative research, information is collected through observation, interviews, description of events and other open-ended means. In such research, the researcher can exercise more options in what information to gather. In quantitative research, the information being sought is very specific, which can be quantified and measured to be used and compared in several ways. This research often seeks specific conclusions, for which data is collected to either confirm or disprove. In Qualitative research, no environmental controls are put into place, and subjects are studied in natural settings. Quantitative research usually contains control and experimental groups to exclude the impact of certain environmental factors and isolate others. Qualitative research is used to understand a field with much depth and complexity; Quantitative research studies specific, measurable phenomena to determine cause and effect.
Question 4. What is action research?
Action research is often used in educational settings and is a usually a form of descriptive research. It involves implementing a program within a classroom or school for which data is collected and used to determine effectiveness of a program. The cycle of collecting and analyzing data to evaluate and improve a program's implementation is used to determine a its effectiveness in the classroom or school it is being implemented. Because such information is often performed in isolation, results are not necessarily transferable to the general population.
Such programs that engages in a type of action research are Professional Learning Communities.
There are some key differences between descriptive and experimental research. Descriptive research is often used in new areas in which little prior knowledge currently exists about a field of study; with experimental research, prior knowledge is utilized to conduct a more refined study to determine if a causal effect exists by comparing control and experimental groups. With Descriptive research, there is no manipulation of variables involved, and are studied in natural environments; with experimental research, there are strong controls of several variables to determine their impact on the outcome of the research by controlling the environments people are placed in. Descriptive seeks to answer What is happening? Why is something happening? How is something happening?. Experimental research seeks a specific causal effect, such as Why does Flouride in drinking water reduce cavities?
Question 2. Explain correlational research.
Correlation research is a research design that attempts to discover relationships between two or more variables. This type of research may be performed with intact or predetermined groups, and do not require random sampling. An example of this can be the number of hours studying per week and grades in school.
Question 3. Explain the key differences between quantitative and qualitative research.
In Qualitative research, information is collected through observation, interviews, description of events and other open-ended means. In such research, the researcher can exercise more options in what information to gather. In quantitative research, the information being sought is very specific, which can be quantified and measured to be used and compared in several ways. This research often seeks specific conclusions, for which data is collected to either confirm or disprove. In Qualitative research, no environmental controls are put into place, and subjects are studied in natural settings. Quantitative research usually contains control and experimental groups to exclude the impact of certain environmental factors and isolate others. Qualitative research is used to understand a field with much depth and complexity; Quantitative research studies specific, measurable phenomena to determine cause and effect.
Question 4. What is action research?
Action research is often used in educational settings and is a usually a form of descriptive research. It involves implementing a program within a classroom or school for which data is collected and used to determine effectiveness of a program. The cycle of collecting and analyzing data to evaluate and improve a program's implementation is used to determine a its effectiveness in the classroom or school it is being implemented. Because such information is often performed in isolation, results are not necessarily transferable to the general population.
Such programs that engages in a type of action research are Professional Learning Communities.
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