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1
Castan̋eda, Martha E. "Corrective feedback in online asynchronous and synchronous environments in spanish as a foreign language (sfl) classes." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001278.
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Castañeda, Martha E. "Corrective feedback in online asynchronous and synchronous environments in spanish as a foreign language (sfl) classes." Scholar Commons, 2005. http://scholarcommons.usf.edu/etd/2814.
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This dissertation reports on an investigation of corrective feedback provided by instructors to learners in sixteen online asynchronous and synchronous interactions. The overarching objective of this study was to examine the provision of corrective feedback in computer-mediated communication (CMC) environments. This study also sought to examine the frequency of corrective feedback types and the relationship between learner error and corrective feedback provision. Finally, this study investigated what types of corrective feedback led to repaired learner responses.Over the course of one university semester, the instructors and students in four second-semester Spanish courses participated in bulletin board and chat room discussions and a detailed analysis of the transcripts revealed that instructors do provide learners with corrective feedback in online asynchronous and synchronous environments.
The results also reveal that corrective feedback is more prevalent in the asynchronous environment than in the synchronous environment. A total of six corrective feedback typesexplicit correction, recasts, metalinguistic feedback, clarification request, elicitation, and repetitionwere found in these environments. All corrective feedback types were present in the asynchronous environment while repetition was not observed in the synchronous environment. The results indicate instructors overall preference for explicit correction in the asynchronous environment and preference for recasts in the synchronous environment. In the synchronous environment, different types of learner errors are followed by different types of corrective feedback. Recasts most often follow grammatical and lexical errors, while an opportunity to negotiate form is most often provided for multiple errors.
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Waters, James Wiedenbeck Susan. "Engagement, role-behaviors and thought-leaders. An analysis of student behavior in asynchronous online learning environments /." Philadelphia, Pa. : Drexel University, 2009. http://hdl.handle.net/1860/3120.
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Maxfield, R. Jeffery. "Online Education for Nontraditional Adult Students: Perceptions and Attitudes of Emergency Services Workers in Asynchronous Learning Environments." DigitalCommons@USU, 2008. https://digitalcommons.usu.edu/etd/114.
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The goal of this research was to better understand the lived experiences and perceptions of nontraditional, adult college students in an asynchronous online environment. Contemporary researchers have investigated the differences between online education and the traditional, in-class learning. Most of the work has been done in quantitative methodologies, focusing on the similarities and differences in cognitive achievement. The extant literature is replete with studies and positions claiming little or no difference between the two delivery methods. However, most research is not presented in a theoretical construct; therefore, it is difficult to create a nexus between one study and the next. Investigating the different ways in which students report their experiences and perceptions in the asynchronous, online environment provides a much richer understanding of nontraditional, adult students.
This research used hermeneutic phenomenology, a qualitative methodology to explore and interpret deep human experiences. In other words, this research was conducted to better understand the lived experience of nontraditional students in an asynchronous online learning environment. This understanding was achieved through rigorous analysis of in-depth, semi-structured interviews and journal entries of four nontraditional, adult students enrolled in an online baccalaureate degree program. The purpose of the analysis was to describe the various experiences and perceptions, then group these experiences and perceptions into a logically organized description of the lived experience of adult emergency services students in the asynchronous online environment.
Results revealed that student experience fell into two overarching themes, each with related subthemes. The two identified themes and subthemes are: (a) Theme I: Flexibility, with the subthemes of convenience, self-directedness/self-discipline, and reflectivity; (b) Theme II: Conflict of Values: A Paradox of Learning, with the subthemes of communication/socialization between students, student/instructor interaction, and the students’ paradigmatic shifting and conflicted beliefs on learning. A discussion on the relationship of the study results with the constructivist learning theory is presented, as well as the relationship of the results to adult learning theories and the affective domain of learning. A discussion on the study implications regarding asynchronous online delivery and suggestions for further research conclude this work.
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Sanders, Salvatore A. "Effect of Learner Attributes, Dialogue and Course Structure on Students’ Satisfaction and Performance in On-Line Course Environments." University of Akron / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=akron1151691500.
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Kassinger, Frances Duggan. "Examination of the Relationship Between Instructor Presence and the Learning Experience in an Asynchronous Online Environment." Diss., Virginia Tech, 2004. http://hdl.handle.net/10919/30248.
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This study identifies and assesses a more specific relationship between the online instructor presence and the online learner's experience than is currently offered in previous studies. Guided by three questions, the study asked: (a) What is the relationship between the online instructor communication style and the learning experience, as defined by the adult learner's cognitive achievement, ratings of the overall course experience, and perceptions of the instructor's performance; (b) What is the relationship between the strength (contact frequency with the learner) of that communication style (facilitating or non-facilitating) and the learning experience; and (c) What is the relationship between selected learner demographic variables (previous subject experience on the job and previous experience with the vendor's online learning environment) and the learning experience.
The study included an examination of ex post facto data that depicted the interactions between 89 students and 9 instructors in 358 asynchronous, professional development class discussions. The examination revealed the presence and frequency of select instructor behaviors more acutely define the communication style and strength of the online instructor's relationship to the professional adult's online learning experience. The study's additional findings support earlier research that suggests prior learner experience relates positively to online learning outcomes. These findings contribute to the larger body of knowledge related to online instruction.Ph. D.
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Nykvist, Shaun S. "Arguing online : expectations and realities of building knowledge in a blended learning environment." Thesis, Queensland University of Technology, 2008. https://eprints.qut.edu.au/17710/1/Shaun_Nykvist_Thesis.pdf.
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The use of information and communication technologies (ICT) has now become all pervasive in society. There is now an expectation that educators will use ICT to support teaching and learning in their classrooms and this position is evident in many curriculum documents and educational policies where the aim is to provide each child with access to ICT. Consequently, and to realise this expectation, it is imperative that the focus on the use of information and communication technologies (ICT) in education shifts beyond learning about ICT to a focus that is aligned with the pedagogical learning experiences in which students can be immersed. There is a need for deep knowledge building to occur in these environments for our students to be active participants in a society where new technologies are constantly emerging. Hence, there is a need for learning environments that are flexible and respond to the needs of these new students and can adopt new technologies where necessary. In order to explore such an environment that encourages the development of knowledge building, an argumentative framework is necessary. The purpose of the study described in this thesis was to identify argumentation as a process of knowledge building and determine if it occurs in an online discussion forum, which is situated in a blended learning environment. This blended learning environment is typical of many classrooms and is where there is a combination of traditional face-to-face activity with online collaboration. In the case of this study, it is situated within an upper secondary private girls school located in a metropolitan area. The classroom under investigation demonstrates a blending of traditional pedagogy, that of dialectical reasoning and argument, and new technology, through an online discussion forum. The study employed a research design methodology over a six week period, while the analysis was based on an existing social argumentation schema and a new customised schema. As part of the analysis, descriptive statistics were used to determine the students' activity within the online discussion forum and to ascertain how this varied accordingly when certain criteria were changed. This was consistent with the cyclic approach of design research. Pedagogical recommendations were presented which demonstrated the importance that appropriate scaffolding and the role of the teacher plays in the successfulness of a forum. The study also recognised the need for purposeful teaching of argumentation as a process of knowledge building and the need for starter statements that are personally motivating to the students and are authentic and relevant. Argumentation and consequently knowledge building were evident in the findings, though were constrained by the habituated practices of schooling. Similarly the notion of community, while evident, was constrained by the time- and space- dependence of the school environment.
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Nykvist, Shaun S. "Arguing online : expectations and realities of building knowledge in a blended learning environment." Queensland University of Technology, 2008. http://eprints.qut.edu.au/17710/.
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The use of information and communication technologies (ICT) has now become all pervasive in society. There is now an expectation that educators will use ICT to support teaching and learning in their classrooms and this position is evident in many curriculum documents and educational policies where the aim is to provide each child with access to ICT. Consequently, and to realise this expectation, it is imperative that the focus on the use of information and communication technologies (ICT) in education shifts beyond learning about ICT to a focus that is aligned with the pedagogical learning experiences in which students can be immersed. There is a need for deep knowledge building to occur in these environments for our students to be active participants in a society where new technologies are constantly emerging. Hence, there is a need for learning environments that are flexible and respond to the needs of these new students and can adopt new technologies where necessary. In order to explore such an environment that encourages the development of knowledge building, an argumentative framework is necessary. The purpose of the study described in this thesis was to identify argumentation as a process of knowledge building and determine if it occurs in an online discussion forum, which is situated in a blended learning environment. This blended learning environment is typical of many classrooms and is where there is a combination of traditional face-to-face activity with online collaboration. In the case of this study, it is situated within an upper secondary private girls school located in a metropolitan area. The classroom under investigation demonstrates a blending of traditional pedagogy, that of dialectical reasoning and argument, and new technology, through an online discussion forum. The study employed a research design methodology over a six week period, while the analysis was based on an existing social argumentation schema and a new customised schema. As part of the analysis, descriptive statistics were used to determine the students' activity within the online discussion forum and to ascertain how this varied accordingly when certain criteria were changed. This was consistent with the cyclic approach of design research. Pedagogical recommendations were presented which demonstrated the importance that appropriate scaffolding and the role of the teacher plays in the successfulness of a forum. The study also recognised the need for purposeful teaching of argumentation as a process of knowledge building and the need for starter statements that are personally motivating to the students and are authentic and relevant. Argumentation and consequently knowledge building were evident in the findings, though were constrained by the habituated practices of schooling. Similarly the notion of community, while evident, was constrained by the time- and space- dependence of the school environment.
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Viberg, Tomas. "Acronyms in an Asynchronous Environment : A Corpus Study of Acronym Frequency in Online Discussion Forums." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-28414.
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This study is a research of the frequency of acronyms in an online forum and the meaning of the most frequent ones in their context. In the study, definitions are given for language forms used online so that one is able to compare a set of similarities and differences between these online varieties and the Standard English. The method consists of identifying and searching for a set of CMD-typical acronyms. These acronyms are taken from prior studies as well as from Crystal’s (2006:91f) list of known CMD-acronyms. The material is retrieved from an online forum of asynchronous communication, and the results show the frequency of the acronyms as well as discuss their meanings in context. The results indicate that acronyms are highly infrequent in asynchronous environments, and their use decreases from 2010 to 2013. The conclusion of this study is that the infrequency of acronyms in asynchronous environments may be due to the nature of asynchronous online communication, in which users have time to write their replies. When comparing this study’s corpora with studies on frequencies in synchronous environments, the acronym frequency in this study was lower than the frequency shown in the synchronous studies.
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Cherry, Shirley J. "Radiography Faculty Perceptions of the Effectiveness of Asynchronous Online Courses." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2501.
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The purpose of this study was to assess radiography faculty perceptions of the effectiveness of asynchronous online courses. Learning effectiveness in a web-based virtual learning environment (VLE) was the conceptual framework for this project (Piccoli, Ahmad, & Ives, 2001). For the purposes of this study, learning effectiveness was defined as the quality of learning being comparable between online and traditional courses (Moore, 2011).
Ten research questions were used to guide this study, and statistical tests were conducted to evaluate 17 null hypotheses. The statistical tests included use of one-way analysis of variance (ANOVA), Pearson correlations, and single-sample t-tests. Ten of the 17 null hypotheses were rejected.
Research findings indicate that the effectiveness of online courses is not significantly affected by faculty position, type of institution, faculty age, or years of teaching experience. Faculty perceptions of the effectiveness of online courses increase with years teaching online courses, number of online courses taught in the past 5 years, and perceived competence with use of technology.
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Er, Erkan. "Livelms: A Blended E-learning Environment, A Model Proposition For Integration Of Asynchronous And Synchronous E-learning." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12610944/index.pdf.
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In distance education, lack of face-to-face communication prevents instructors from observing students&rsquoactivities efficiently, especially in crowded sessions, and consequently they fail to effectively assess the performance of distant learners. On the other hand, in spite of being physically distant, instructor should monitor students&rsquo
activities and assess their performance effectively so that learners can be informed as quickly as possible of how well they are doing. This thesis aims to develop an e-learning tool for distance education that integrates asynchronous and synchronous learning environments to offer an enriched e-learning platform. The tool enables instructor to keep track of students&rsquo
activities, assesses learners&rsquo
participation during online synchronous sessions dynamically, and provides asynchronous access to assessment data after the lectures. In this way, it is aimed to monitor performance of distant learners by the instructor more efficiently.
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BROWN, Justin, and j. brown@ecu edu au. "An exploration of student performance, utilization, and attitude to the use of a controlled content sequencing web based learning environment." Edith Cowan University. Computing, Health And Science: School Of, 2005. http://adt.ecu.edu.au/adt-public/adt-ECU2006.0035.html.
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Milliken, Barbara E. "Determining Critical Content for Online Faculty Professional Development Focused on Serving Veterans in the Classroom Environment." University of Akron / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=akron1529689150088527.
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Brown, Justin A. "An exploration of student performance, utilization, and attitude to the use of a controlled content sequencing web based learning environment." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/106.
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Universities, traditionally places of teaching and research, have seen and are continuing to see radical changes occur in the area of teaching and the methods of teaching delivery. The World Wide Web, or ‘Web’ has begun to subsume the classroom as the preferred means by which students access their tertiary learning materials, and ultimately, how academic staff deliver those materials. The delivery of learning via the Web takes many forms and is generically, and usually inaccurately, referred to by such names as e-learning, online learning, web-based training and web based education, using such technologies as virtual learning environments, learning management systems and learning content management systems. This study focuses specifically on the delivery of electronic learning materials in the support of both inclass and online teaching.
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Nagel, Lynette. "The dynamics of learner participation in a virtual learning environment." Thesis, University of Pretoria, 2008. http://hdl.handle.net/2263/22951.
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While online students should take charge of their own learning and form collaborative learning communities, constructivist instructors should scaffold online learning without dominating course discussions. This research continues the longitudinal investigation of web-based courses at the Faculty of Education, University of Pretoria. The mixed methodological approach this investigation followed consisted predominantly of qualitative methods, augmented with quantitative approaches. I used two distinct online tools to explore student participation in an eight-week online Masters’-level course delivered via the WebCT™ platform. First, I reviewed the use of metaphors in the literature by a framework of requirements for successful online learning. The use of metaphor supports constructivism, facilitates course interaction, helps to avoid students’ initial inertia in online discussions, and contributes to the development of virtual learning communities. I researched how an explanatory metaphor as tool supported online participation and indicated that metaphors eased students’ communication of important and difficult issues. Secondly, I used the tool of a covert virtual student that also acted as an additional facilitator and course helper. I examined the ethical implications of the carefully concealed real identity of the mythical online helper, methical Jane. As she took part in all course activities and assignments, as well as providing her co-students with cognitive and technical support, the students accepted and integrated her presence in their virtual learning community. I consequently analysed students’ reactions to her identity after disclosure of her origin after the course. Although the exposure precipitated students’ shock, disbelief and dismay as she was a convincing virtual student, they did not object to the presence of a virtual student, but rather felt betrayed due to her hidden real identity. The benefits of this teaching intervention include experts supplying technical expertise, multiple faculty enriching the learning experience, and support and teaching assistants and tutors participating with smaller groups in large online classes. I further examined how frequency of course access, discussion postings, collaborative behaviour and integration into a virtual learning community relate to learning and course completion. Quantitative indices indicated highly significant differences between the stratifications of student performance. Absent and seldom-contributing students risked missing the benefits of the online learning community. Students were discontent with peers who rarely and insufficiently contributed to group assignments. Low participation varied from only reading, skimming, or deliberately harvesting others’ contributions, to high student contributions of little value. Conclusions on the formation of an online learning community indicate that the passport to membership of the community is quality participation, rather than prior peer acquaintance. I indicated that students’ learning benefited from contributing high quality inputs to online learning communities while students with poor participation did not benefit from the online learning community. Online facilitators contribute to students’ learning through the timeliness and quality of tailored scaffolding. Recommendations for future research include uncovering the reasons for students’ stressful experiences of online learning; the effect of online assessment on student course participation; the alignment of learning metaphors in multi-cultural learning environments; and the support of non-participating online students.Thesis (PHD)--University of Pretoria, 2009.
Curriculum Studies
unrestricted
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Meyer, Salome M. "An investigation into the affective experiences of students in an online learning environment." Thesis, Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-07292005-090343/.
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Tsai, Pei-Wei, and 蔡培瑋. "Comparing the Social Knowledge Construction Behavioral Patterns of Problem-based Online Asynchronous Discussion in E/M-learning Environments." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/7xd75g.
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碩士國立虎尾科技大學
資訊管理研究所
99
In recent years, researchers have conducted various studies on applying wireless networking technology and mobile devices in education settings. However, research on behavioral patterns in learners’ online asynchronous discussions with mobile devices is limited. The purpose of this study was to investigate the patterns and the knowledge construction of online discussions during problem-based learning. This study investigated four weeks of online discussions in an “Introduction to Computer Science” course involving forty freshman students. The control group (online asynchronous discussion without mobile devices) and the experimental group (online asynchronous discussion with mobile devices) in the group discussions were explored. The major contribution of this study is the introduction of mobile devices into the online asynchronous discussion. By using content analysis and sequential analysis for the problem-based online asynchronous discussion of the behavioral patterns and differences between students in control and experimental group, it may be possible to understand the limitations of knowledge construction in online asynchronous discussions with mobile devices. The results of this study show that using mobile devices in online asynchronous discussion influenced students’ learning performance. Besides, some interesting results were found that firstly, when students used mobile devices in discussion situations, they could more engage in reflecting thinking, sharing more information, and further facilitating social knowledge construction among group members, and secondly, the experimental group performed better than the control group in terms of participation and diversity in knowledge construction behavioral patterns. Finally, based upon the findings, some implications are proposed for further research.
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Lemieux, Kimberly. "The experience of teachers in distributed learning environments : implications for teaching practice." 2012. http://hdl.handle.net/10170/518.
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This qualitative study used a narrative inquiry approach to conduct in-depth interviews of eight
distributed learning educators who designed and offered online English courses in British
Columbia during the 2011/12 school year. There were three research questions: (1) How do
teachers describe their professional experiences of teaching in a full time online environment?
(2) What are the enablers and inhibitors for online teacher development? (3) Do teachers feel
their teaching practice has changed over their career as online educators?
Findings were examined through the lens of Korthagen’s (2004) Onion Model. Six
themes that comprised this model, provided a framework for data analysis and insight into the
process by which teachers made sense of their lived experience. The findings revealed that
online educators valued their online experience because it removed the constraints of a regular
classroom. They expressed frustration with some aspects of the current model of online
education in BC because it prevented them from engaging in synchronous, highly connective
learning projects with their students. Recognition of the fact that online educators work in a
different milieu with a different set of environmental pressures is necessary to ensure the success
of distributed learning in BC.
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Gilleland, Angela. "Time Is On My Side . . . Or Is It?: Time of Day and Achievement in Asynchronous Learning Environments." 2016. http://scholarworks.gsu.edu/ltd_diss/2.
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Previous research suggests that the optimal time of day (TOD) for cognitive function for young adults occurs in the afternoon and evening times (Allen, et al. 2008; May, et al. 1993). The implication is college students may be more successful if they schedule classes and tests in the afternoon and evening times, but in asynchronous learning environments, “class” and tests take place at any TOD (or night) a student might choose. The problem is that there may be a disadvantage for students choosing to take tests at certain TOD. As educators, we need to be aware of potential barriers to student success and be prepared to offer guidance to students.
This research study found a significant negative correlation between TOD and assessment scores on tests taken between 16:01 and 22:00 hours as measured in military time. While this study shows that academic performance on asynchronous assessments was high at 16:00 hours, student performance diminished significantly by 22:00 hours. When efforts were taken to mitigate the extraneous variables related to test complexity and individual academic achievement, the effect TOD had on assessment achievement during this time period was comparable to the effect of test complexity on that achievement. However, when analyzed using a small sub-set of the data neither GPA nor TOD could be used to predict student scores on tests taken between 16:01 and 22:00 hours. Finally, individual circadian arousal types (evening, morning and neutral) (Horne & Ostberg, 1976) and actual TOD students took tests were analyzed to determine if synchrony, the match between circadian arousal type and peak cognitive performance, existed. The synchrony effect could not be confirmed among morning type students taking this asynchronous online course, but evidence suggests that synchrony could have contributed to student success for evening types taking this asynchronous online courses.
The implication of this study is that online instructors, instructional designers and students should consider TOD as a factor affecting achievement in asynchronous online courses. Results of this research are intended to propose further research into TOD effects in asynchronous online settings, and to offer guidance to online students as well as online instructors and instructional designers faced with setting deadlines and advising students on how to be successful when learning online.
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Browne, Michael. "The role of collaborative reflections in clinical practice: using an asynchronous online learning environment to promote reflective learning in nursing education." Thesis, 2018. https://vuir.vu.edu.au/38656/.
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Nurse education has widely adopted reflective practice during clinical practicum in the form of individual reflective journals in order to enhance learning in the clinical experience. Major problems with this style of reflection have become evident through a review of the research literature, including issues with trust, difficulty choosing the experiences that might be reflected upon, the honesty of reflection, lack of feedback and a propensity to reflect at descriptive levels. These deficits have led many to question the value of reflection during the clinical placement, while others argue that a distortion of the purpose of reflection itself occurs. A limited number of studies have challenged the method of reflection during nursing practicum, most producing minor, or resource inhibitive recommendations without meaningful follow-up studies to verify their merits.
A reflective asynchronous environment was incorporated into the practicum of first year nursing students in an Australian university. Peers were directed to post reflections and respond to reflections of peers. A case study approach incorporated analysis of data from the peer reflections to determine themes and quality of reflections. A questionnaire and a focus group session were undertaken to corroborate reflective data and provide insight into participant perspectives of the new environment.
Findings indicated that improvement in reflective levels related to engagement with the new environment. Participants were able to validate peer experience, leading to enhanced trust, honesty of reflection and quality of reflection, addressing many issues identified in individual reflective journals. This study provides an exploration of a new reflective approach, the merits of which directly challenge the entrenched method of individual reflection.
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(11173440), Cassandra M. McCormack. "Information Architecture and Cognitive User Experience in Distributed, Asynchronous Learning: A Case Design of a Modularized Online Systems Engineering Learning Environment." Thesis, 2021.
Find full textAbstract:
Systems engineering (SE) is an increasingly relevant domain in an increasingly interconnected world, but the demand for SE education is impeded by the challenges of effectively teaching interdisciplinary material that emphasizes the development of a mentality over specific skills. A modularized, asynchronous, distributed course configuration may provide an advantageous alternative to more traditional hybrid course designs. Online courses have been a topic in the educational field since the establishment of the internet. However, the widespread disruptions to higher education due to the COVID-19 pandemic highlighted the demand for and difficulty of developing deliberate and robust learning environments designs that consider a variety of traditional and non-traditional students. This thesis presents a case design of a learning environment for an interdisciplinary-focused, introductory graduate-level systems course that has previously been designed for, and taught in, a hybrid environment. The case design will emphasize the information architecture (IA) and user experience (UX) prototype design of the learning environment as informed by user-centric principles, cognitive theories and analyses, the IA literature, and existing course content. This focus on learner knowledge development (“beyond-the-screen”) factors rather than the direct user interface (“at-the-screen”) provides design recommendations and insights that are robust to changing user interface trends and preferences. A distribution of learners with varying backgrounds, learning needs, and goals associated with the material will be identified. These individual differences can dramatically impact the effectiveness of potential interventions, particularly when different types of learners have directly conflicting needs. Thus, the online learning environment will utilize adaptable interfaces to move away from a “one-size-fits-all” design approach. Content modularization and non-sequential, tag-based navigation were utilized to address the challenges of teaching highly interdisciplinary material. This thesis emphasizes a learning environment design that aims to teach highly interdisciplinary systems subject matter to a variety of learners with a variety of characteristics in an asynchronous, online format while making use of existing course material.
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Chuang, Jia-yuan, and 張家源. "Develop a mobile mechanism which facilitates teachers to immediate capture the conditions of students learning collaboratively in an online asynchronous learning environment." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/23497695257801772894.
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碩士國立臺南大學
資訊教育研究所碩士班
94
The purpose of this study is to develop a mobile mechanism which facilitates teachers to immediate capture the conditions of students learning collaboratively in an online asynchronous learning environment. Elementary school and three teachers participated in an online collaborative learning activity and three teachers used the mobile mechanism during the activity. To investigate the experience and attitudes towards using the mechanism, the teachers were interviewed and complete a questionnaire afterwards. The findings revealed that the “ringing and warning sub-mechanism” did effectively help teachers immediately capture the conditions of student’s learning. Nevertheless, due to a large amount of messages delivered to the teachers, the usage frequency of “assistance sub-mechanism” was relatively low. Generally, the developed mechanism can effectively help teachers monitor and capture the collaborative leaning conditions of students in online learning environments. Recommendations for future study were finally proposed.
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Peterson, Cheryl. "Mentored Engagement of Secondary Science Students, Plant Scientists, and Teachers in an Inquiry-Based Online Learning Environment." Thesis, 2012. http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11644.
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PlantingScience (PS) is a unique web-based learning system designed to develop secondary students' scientific practices and proficiencies as they engage in hands-on classroom investigations while being mentored online by a scientist. Some students' teachers had the opportunity to attend PS professional development (PD). In this dissertation, I developed a process of assessing student learning outcomes associated with their use of this system and evaluated inquiry engagement within this system.
First, I developed a valid and reliable instrument (Online Elements of Inquiry Checklist; OEIC) to measure participants' (students, scientists, and teachers) engagement in scientific practices and proficiencies embedded within an inquiry cycle I collaborated with an expert-group to establish the OEIC's construct and content validities. An inter-rater reliability coefficient of 0.92 was established by scientists and a split half analysis was used to determine the instruments' internal consistency (Spearman-Brown coefficient of 0.96).
Next, I used the OEIC to evaluate inquiry cycle engagement by the participants who used the PS online platform designed by the Botanical Society of America which facilitated communication between participants. Students provided more evidence of engagement in the earlier phases of an inquiry cycle. Scientists showed a similar trend but emphasized experimental design and procedures. Teachers rarely engaged online. Exemplary students' outcomes followed similar inquiry cycle trends, but with more evidence of engagement with one notable difference. Exemplary students provided evidence for extensive engagement in immersion activities, implicating immersion as a crucial component of successful inquiry cycle engagement.
I also compared engagement outcomes of students whose teachers attended the PD experience to the students of teachers who did not attend PD. Differences found between the two groups occurred throughout the inquiry cycle, typically associated with experiences provided during the PD.
As a result of this research I have several recommendations about revisions to the PS online platform and use of approaches to assure students development of scientific practices and proficiencies. The recommendations include additional scaffolding of the platform, explicit inquiry cycle instruction, and continued opportunities for teachers to engage in PD experiences provided by PS.
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Noble, Michael-Anne. "Characterization of critical thinking indicators in problem-based learning online discussions of blended and distance undergraduate environmental science students using the community of inquiry model." Thesis, 2017. https://dspace.library.uvic.ca//handle/1828/8516.
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This mixed methods study compared distance and blended undergraduate environmental students at Royal Roads University (RRU) as they participated in online asynchronous PBL case discussion forums as part of an Ecotoxicology course. This study examined the differences between distance and blended teams in their activity, approaches, and levels of critical thinking in an online PBL activity. Critical thinking was evaluated using the cognitive presence indicators of the community of inquiry framework developed by Garrison, Anderson and Archer (2001). An organization indicator was added to the framework to capture posts that organized the discussion forum layout or the team and the distribution of work. The use of the organization indicator in the thread map analysis revealed that teams adopted one of two approaches to the online PBL activity, either an organic approach or an organizational scaffold approach. An open coding approach to content analysis of the posts was used to develop two coding schemes to capture the use of learning scaffolds and degree of online collaboration respectively. These coding schemes were used to compare scaffolding and collaboration behaviours of distance and blended students during the online PBL activity. The study found that whether teams used the online discussion forums or face-to-face discussion as their primary communication method influenced both the timing and the critical thinking content of the online discussion forums. Student moderators’ choices influenced the structure and approach to the PBL activity, as well as the form of document assembly that was observed in the online discussion forums. The learning scaffolds coding scheme demonstrated that both distance and blended students were reading beyond the assigned reading list. Both distance and blended students appeared to develop skills in identifying information gaps over the progression of the PBL case problems as their observable level of critical thinking remained consistent as the problem scaffolding was faded. Although both environmental and non-environmental work experience may be used to scaffold team learning, they are used differently. Online PBL is a good fit for the Royal Roads University Learning and Teaching Model and may be used to provide some consistency across blended and online course content.Graduate
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Ayyavoo, Gabriel Roman. "Using Online Pedagogy to Explore Student Experiences of Science-technology-society-environment (STSE) Issues in a Secondary Science Classroom." Thesis, 2013. http://hdl.handle.net/1807/35769.
Full textAbstract:
With the proliferation of 21st century educational technologies, science teaching and learning with digitally acclimatized learners in secondary science education can be realized through an online Science-Technology-Society-Environment (STSE)-based issues approach. STSE-based programs can be interpreted as the exploration of socially-embedded initiatives in science (e.g., use of genetically modified foods) to promote the development of critical cognitive processes and to empower learners with responsible decision-making skills.
This dissertation presents a case study examining the online environment of a grade 11 physics class in an all-girls’ school, and the outcomes from those online discursive opportunities with STSE materials. The limited in-class discussion opportunities are often perceived as low-quality discussions in traditional classrooms because they originate from an inadequate introduction and facilitation of socially relevant issues in science programs. Hence, this research suggests that the science curriculum should be inclusive of STSE-based issue discussions. This study also examines the nature of students’ online discourse and, their perceived benefits and challenges of learning about STSE-based issues through an online environment. Analysis of interviews, offline classroom events and online threaded discussion transcripts draws from the theoretical foundations of critical reflective thinking delineated in the Practical Inquiry (P.I.) Model. The PI model of Cognitive Presence is situated within the Community of Inquiry framework,encompassing two other core elements, Teacher Presence and Social Presence. In studying Cognitive Presence, the online STSE-based discourses were examined according to the four phases of the P.I. Model. The online discussions were measured at macro-levels to reveal patterns in student STSE-based discussions and content analysis of threaded discussions. These analyses indicated that 87% of the students participated in higher quality STSE-based discussions via an online forum as compared to in-class. The micro-level analysis revealed students to attain higher cognitive interactions with STSE issues. Sixteen percent of the students’ threaded postings were identified in the Resolution Phase 4 when the teacher intervened with a focused teaching strategy. This research provides a significant theoretical and pedagogical contribution to blended approach to STSE-based secondary science education. It presents a framework for teachers to facilitate students’ online discussions and to support learners in exploring STSE-based topics.