Theme 1: Utilize all technology, don't shut down creativity by denying students. The research in this class really brought this idea for front to me. We read different studies relating technology in education and the pros and cons of different ideas. We looked at statistics that gave credit to my belief that everyone learns differently and we need to allow students to learn in the best manner for them.
Theme 2: Distance learning is and will be an essential part of the education system. I focused on distance learning in this class. As seen in the paper below. Since my school was at a pivotal point in distance education, this was very important. I was able to help guide my school into the next few years of trying different educational opportunities for our students.
Theme 2: Distance learning is and will be an essential part of the education system. I focused on distance learning in this class. As seen in the paper below. Since my school was at a pivotal point in distance education, this was very important. I was able to help guide my school into the next few years of trying different educational opportunities for our students.
LT 785 Research Methods in Educational Technology
So, I will be honest. This was the first class I signed up for when I truly decided to take the road to my masters. All previous courses were taken to get my technology endorsement. Then I decided I had come so far, that yes, I should continue and get that masters that I have wanted for the last 20 years. When this class started, I thought, what have I done. The statistics portion scared me. I have a math degree and knew a little about statistics, but not when it came to research. It took me five weeks, maybe longer, to start writing in a way that described what I was thinking in a way that was mathematically accurate. I found in frustrating to try to word my assignments accurately. Eventually I caught on. I enjoyed this class greatly and learned much about the research process. I focused my personal work on distance education as I was also taking that class at the same time, and I was also working with administration and my board to integrate distance education into our school. I took what I was learning in class and immediately used in in my work.
Final Project: Partner Research
Technology Integration in Education
Final Project for
LT785 – Research Methods in Educational Technology
Submitted by Janelle Gregg and Michael Smit
May 1, 2015
(How does distance education as technology integration affect students?)
Care needs to be taken in integration and attention to students needs is crucial. Distance education is a large step in technology integration that has a large impact on students. A definition of distance education is necessary. According to Teaching and Learning at a Distance, Foundations of Distance Education. (5th ed.) distance education is classified as follows.
An online course is one where most of the content is delivered online, which means at least 80% of the course content. A blended or hybrid source combines online and face-to-face delivery; thus, 30% to79% of the course’s content is delivered online. A web-facilitated course uses Web-based technology, but less than 29% of the content is delivered online. (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 5)
Course designers need to have guidelines regarding selecting content, making sure that online materials and activities are appropriate for the class and students. Course material needs to be chunked into smaller sections to keeps students interest level higher and overwhelm learners. (Oliver et al., 2010) “…use of synchronous communication tools was critical …in order to prompt, prod and motivate” (Oliver et al., 2010).
Embarking on the journey of distance education can be difficult for the student. The online learner is going to require a package of visual, auditory, and hands on materials. The delivery process will not be “refined and/or adjusted in response timely to student aptitudes and behaviors” (Nguyen & Zhang, 2011). This could turn some learners away from the off campus learning. The inconvenience of having to wait for unknown periods of time for an answer could be enough to lose interest and confidence in the class. Some students may rather take a class in a face-to-face situation, but if that opportunity is not available, distance is the option. Those students who are successful in online courses tend to be more disciplined, organized, self-motivated, and technology savvy. Online training is needed in order to help students become more comfortable with the online environment. (Fish & Wickersham, 2009) “As such, this learning environment requires a certain level of self-motivation and self-organization from the student” (Nguyen & Zhang, 2011). The responsibility of learning lies heavily on the internet based learner when it comes to reaching out for accommodations or modifications. “…lack of this quality, would very likely affect the success of a student taking online courses” (Nguyen & Zhang, 2011).
When looking at the profile of the online learner there are different learning styles to consider. These learning styles are no different from the traditional classroom and include visual/spatial, auditory, bodily/ kinesthetic, logical/mathematic, interpersonal, intrapersonal, verbal/linguistic, naturalistic, and musical intelligence. In the case of learning styles it was found that those who were kinesthetic learners did not do as well in the virtual classroom. This is in large part to the focus on visuals, reading, and writing required for most courses. The “students who learn from concrete experience and reflective experimentation/observation” didn’t do as well as their peers with other learning styles. (Nguyen & Zhang, 2011) These learners may take some more contact with the professor in order to understand the material.
To help benefit students, quality courses need to be offered. Course need to be rich in examples. “Quality online courses adapt to student needs, provide meaningful examples, motivate students, and consist of instructors who express concern for student learning (Young, 2006).” (Fish & Wickersham, 2009) They need to be geared to motivate students; and they need to be taught by concerned teachers who are willing to help. A teacher who is interested and communicates well with the students helps motivate the students. (Fish & Wickersham, 2009) “Research by Tunison and Noonan (2001) found that online courses place a great deal of responsibility on the student and conclude that the degree of autonomy might be overwhelming” (Beese, 2014). Support for online learners is necessary and should address issues such as technical support, communications with teachers, and a support person to help them through the course. (Beese, 2014) The teacher needs to think about the rigor of the course. The course needs to academically challenging while at the same time not overloading the students. (Fish & Wickersham, 2009)
Communication is essential to student engagement. The teacher needs to set the tone for communication to students, from students to teacher, and between students. Simonson states that the instructor needs to be very clear. The instructor should tell the students how and when to contact him or her. The students need to know to provide specific information when contacting the instructor. When working student – to – student, manners are important. There needs to be a sense of community for a class to be successful and for students to have interest. (Simonson et al., 2012, p. 230) The traditional classroom offers the luxury of face-to-face education. It is in these moments that a professor can read the class as they require immediate feedback or body language brings them to circle back on a topic for greater understanding. In the virtual classroom topics can be recovered numerous times; however, the responsibility lies solely with the learner. An instructor cannot tell if one needs further explanation because they are missing the face-to-face element. They will rely on the communication of the learner through various forms. “Effective communication requires an active audience…Feedback in distance education systems is often referred to as interaction” (Simonson et al., 2011).
Most instructors provide a syllabus at the beginning of the course during orientation. These syllabi will have to be located by the learner on the course home. In this syllabus the learner will find contact information provided by the instructor. This information may include office hours, e-mail, and a phone number to reach them. Here is an example of the commencement of communication. In the course content there will be assignment requirements that require discussion or small group activities’. The independent learner must discover the ways in which the group chooses to communicate. Options include the course management system chat, Google Documents, Google Plus site chats, or e-mail.
It is up to the learner to communicate effectively with their classmates and instructor. In chapter four our authors find, “effective instructional messages are designed according to the situation, experiences, and competencies of leaners” (Simonson et al., 2011). At the beginning of the course it is wise for the independent learner to make initial contact with the professor letting them know they have logged on successfully. This is not required in courses; however, some instructors find it beneficial to do so in order to clarify any questions and check that e-mails are correct and working. Communication is a key success to the distance learner.
“Ouzts (2006) found that student perceptions of community related to increased satisfaction toward online learning.” (Simonson et al., 2012, p. 72) In setting up the community of learners, the teacher needs to make clear the expectations. Students need to know how and when it is appropriate to contact the instructor. The students need to be clear in their communications on who is contacting the instructor and what is needed. A sense of community is also established through communication with other students. This can be done through the course management system by initiating discussions or group work. (Simonson et al., 2012, p. 230) “Knowing the students in a class provides the instructor with an understanding of how to best approach instruction to ensure an optimal learning experience for all.” (Simonson et al., 2012, p. 219)
A study of students who were going into their post baccalaureate teacher education program showed that even when investigating individuals who are committed to being lifelong learners, no two teachers learn the same. Hiltz and Goldman (2005) provide the idea that “thinking style construct assumes that a student’s preferred mode for obtaining knowledge affects how well he or she interacts and learns via different media”(Bishop& Foster, 2003). One who understands the way they learn can make a more educated decision on what type of classes or majors/minors suit them best. By doing so the student embarks on a course schedule that they can thrive in.
Another study was conducted to see if there is dominance among thinking style in distance education learners. Although there was a strong dominance, it was also stated that “there was a significant amount of diversity in terms of thinking style among respondents” (Bishop & Foster, 2003). Next they looked at traditional verses alternative educational preparation programs. They found that, “alternative teacher education programs can prepare candidates with academic achievement at least as good as, if not better than, traditional programs” (Bishop & Foster, 2003).
There is no rule that says you have to enter college after you graduate high school. In that same respect there is no rule that says you have to have an on campus experience. Today’s college student comes in many ages, ethnicities, and backgrounds. Some have taken a few years off to work and have families before continuing their education. Others find distance education more convenient as they decided to take on a full time job and college at the same time. Whatever the reason may be for distance education there are risk factors that create an enrollment gap among these students and the traditional college student.
The word risk brings a sense of uncertainty. It is as if someone has begun to roll the dice on your future. According to the study, “Results also show that five of the seven dropout risk factors are each significantly associated with an increased likelihood of an enrollment gap” (Pontes, M. & Pontes, N., 2012). The study goes on to explain that any student who has at least one or more of the following risk factors is considered a nontraditional student and has a risk of dropping out of the program. The list of risks they give are, “1) part-time enrollment, 2) delayed enrollment, 3) financial independence, 4) presence of dependents other than spouse, 5) full-time employment, 6) single parent, 7) not a high school graduate” (Pontes, M. & Pontes, N., 2012). The population is students who are pursue their undergraduate degree. This does not include those who are continuing on to a master’s degree or higher.
The study concludes with possible factors that deem success in a distance education course. Those that continue to make it through the program they have entered close the enrollment gap little by little. They are a part of the population that has mixed their distance education and face- to- face contact with their professor. These students may have gone through an orientation of the program or course. Another area that is discussed in success is open communication. “Other researchers have shown that the use of hybrid courses (with both distance education and face-to-face components) have higher course completion rates than distance education classes with no face-to-face component” (Pontes, M. & Pontes, N., 2012).
Course management systems (CMS) are used in a variety of ways through higher education. These systems can be costly but offer a predictable pattern of communication as well as multiple ways to receive instruction. A CMS is the platform for the course. This one location houses all the needed tools for the course. “Course management systems offer components that structure the resources for delivery. Built into the systems are such resources as the course calendar, announcements, assignment and discussion areas, student rosters, communications, Web links, and grade books.” (Simonson et al., 2012) The instructor of the course has everything in one location to run the course. The materials or tools are placed within the CMS and enhance the class. The CMS is a must have for organization and ease of use for the instructor and the students. The instructor organizes everything into one location. The students know where to find everything within that location. Plus, as Simonson states, “Also, because the CMS utilizes a Web-based format, the instructor and students can access it from any location where they can connect to the Web.” The instruction can be delivered through Blackboard lectures, discussion boards, content folders, and e-mail. Once the learner has become oriented with these computer based learning skills they will be able to access their course in any location. This will provide structure for the undergraduate. Structure helps with motivation and engagement of the students.
For the graduate student the learning requirements are the same. Those who are asked to create their own assignments based on a list of requirements may find more freedom and creativity using a list of Web 2.0 tools. This will require the learner to be self-motivated as they begin to mold their project to fit the means of the objectives. A sense of independent learning is offered with these tools and can be reproduced in one’s work environment. Examples of Web 2.0 tools include blogging, Wikis, podcasting, YouTube, and social media. These tools add enrichment to a class and engage a student in learning. This is how the instructor makes the class their own. “Blogging is a form of online reporting and journaling that gives anyone an opportunity to publish to the Internet.” (Simonson et al., 2012) An instructor can set up links to blog sites and leave access open for all to see, or blogging can be done within the CMS for class use only. Wikis are a group collaboration site. They are excellent ways for students to collaborate on written assignments or projects where they would compile information into one place. (Simonson et al., 2012) Podcasting is the process of making a video or audio recording and saving it for future viewing. (Simonson et al., 2012) Web 2.0 tools integrated into a class bring engagement, motivation, and participation to the students.
The research has proven that the long distance learner needs to be one who is self-motivated and independent. These skills may not be developed right away but can be obtained as one begins their journey of distance learning. There are many tools along the way that will aid the learner when becoming a virtual student.
Distance education as technology integration is a large concern. Students who are self-motivated do well in online classes. Students with different learning styles need caring teachers to help them along the way. The design of an online course can impact its effectiveness as well. A course needs to be well designed and clarity of instruction and responsibility of the student needs to be set from the beginning. Course management systems can be an effective tool to set up a class and give students success in the course, thus giving them motivation to continue in the course.
Finally communication is essential when incorporating technology. Especially with distance education, communication is a key component. Students need to have a sense of community and equity in their learning to be engaged and interested in the course. No matter what the technology or how it is used, students need to have buy-in for success to happen.
References
Beese, J. (2014). Expanding learning opportunities for high school students with distance learning. American Journal of Distance Education, 28(4), 292-306. doi: 10.1080/08923647.2014.959343
Bishop, C., & Foster, C. (2011). Thinking styles: Maximizing online supported learning. J. Educational Computing Research, 44(2), 121-139. Retrieved from http://www.ezproxy. dsu.edu:3137/ehost/detail/detail?sid=b40e2fba-56db-424b-a032-767cd2e38ca3%40 sessionmgr4004&vid=0&hid=4109&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1z aXRl
Fish, W. W. & Wickersham, L. E. (2009). Best practices for online instructors: Reminders. Quarterly Review of Distance Education, 10(3), 279-284, 319-320. Retrieved from http://www.ezproxy.dsu.edu:2048/login?url=http://search.proquest.com/docview/89232 155?accountid=27073
Inan, F. A. & Lowther, D. L. (2010). Factors affecting technology integration in K-12 classrooms: A path model. Educational Technology Research & Development, 58(2), 137-154. doi: 10.1007/s11423-009-9132-y
Nguyen, D. & Zhang, Y. (2011). College students’ attitudes toward learning process and outcome of online instruction and distance learning across learning styles. Journal of College Teaching & Learning (Online), 8(12), 35-42. Retrieved from http://www.ezproxy.dsu.edu:2048/login?url=http://search.proquest.com/docview/1418714958?accountid=27073
Oliver, K., Kellogg, S., Townsend, L., and Brady, K. (2010). Needs of elementary and middle school teachers developing online courses for a virtual school. Distance Education, 31(1),55-75. Retrieved from http://www.ezproxy.dsu.edu:2048/login?url=http://search.proquest.com/docview/598424349?accountid=27073
Pontes, M.C.F., & Pontes, N. M. H. (2012). Enrollment in distance education classes is associated with fewer enrollment gaps among nontraditional undergraduate students in the US. Journal of Asynchronous Learning Networks, 16(1), 78-89. Retrieved from http://www.ezproxy.dsu.edu:2048/login?url=http://go.galegroup.com/ps/i.doid=GALE%7CA302113452&v=2.1&u=sdln_dsu&it=r&p=PROF&sw=w&asid=16b727c068afd3800e7bc3be2ab88bf4
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2011). Teaching and learning at a distance: Foundations of distance education. (5th ed.). Boston, MA: Allyn & Bacon.
IV – Application of the Research in a Typical School
In today’s classrooms, teachers are using technology via the internet more and more. We are seeing most schools go to a one computer to one student program to integrate technology more into the classroom. As teachers, using the internet to enhance learning is something that helps both with classroom discussions as well as helping students learn who are more apt to learn from watching and listening to videos. This can be seen with more classrooms using Distance Education. An example of this would be at Tea Area High School with the Connections Academy. The Connections Academy uses an online software system called Edgenuity. Edgenuity utilizes the internet to pull live streaming videos as well as having interactive quizzes for the students to take to check their progress. This use of technology has proven to be effective when engaging students to strive to unlock their true potential in education, and captures the attention of those students that don’t follow a structured classroom setting.
The research has application to all classrooms. Anytime we can learn more about how students learn best and the best environments for learning, we become better educators. The research shows us that we need to be aware of our students learning styles. We need to understand how our students learn best and try to give them the best opportunities available. The state of South Dakota has prided itself on technology integration into schools. We have a good infrastructure. Teachers need the continued professional development to continue to implement technology.
In Sisseton, there is a teacher crisis. Budget cuts are demanding that some things change. As teachers leave, they are not being replaced. Distance education is becoming more prevalent. With a short coming of teachers, students need to take online classes to get the diversity of classes they want. The teachers in the district understand the learning needs of the students and are trying to help the students as they take their online courses. More technology is being incorporated into the face-to-face classrooms to give students real world experiences and engage them. This also helps bridge to distance education and gives the students a better grasp of what to expect and how to deal with the different situations. The more technology is incorporated into classrooms, the better prepared students are for their futures.
Appendix A – Article 1
1. Bibliographic Citation (APA Style)
Bishop, C., & Foster, C. (2011). Thinking styles: Maximizing online supported learning. J. Educational Computing Research, 44(2), 121-139. Retrieved from http://www.ezproxy. dsu.edu:3137/ehost/detail/detail?sid=b40e2fba-56db-424b-a032-767cd2e38ca3%40 sessionmgr4004&vid=0&hid=4109&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1z aXRl
2. Type of Research:
___ Descriptive _X_ Correlation
___ Experimental ___ Causal-Comparative
___ Historical ___ Quasi-Experimental
___ Meta-Analysis X Survey
3. Evidence from article you used to determine Type of Research
184 students were asked to take the Sternberg-Wagner Thinking Styles Inventory. Also first semester grades were analyzed in relationship to student thinking styles as categorized by the Sternberg-Wagner Thinking Styles Inventory.
4. Purpose of the Research
This study focused on the thinking styles of online learners in a post baccalaureate teacher education program.
5. Instruments Used
Sternberg-Wagner Thinking Styles Inventory
6. Validity and reliability of Instruments Used
Good validity and good reliability
7. Subjects
184 post baccalaureate students in a teacher education program
8. Results and Conclusions
The findings led to the conclusion that all thinking styles profiles must be considered in instructional systems design to ensure student learning is maximized.
9. Possible Influence of Extraneous Variables
There are 15 variables in all. The variables are the thinking styles identified by the Sternberg-Wagner Thinking Style Inventory; students’ first semester earned academic grades; and self-reported gender. Students’ first semester grades do not take in to account the possible threats such as location, attitude, and semester when the survey was taken.
10. Possible Threats to Internal and External Validity
11. Generalizability of Results to Local Issues
The findings led to the conclusion that all thinking styles profiles must be considered in instructional systems design to ensure student learning is maximized.
Appendix A – Article 2
1. Bibliographic Citation (APA Style)
Inan, F. A. and Lowther, D. L. (2010). Factors affecting technology integration in K-12 classrooms: a path model. Educational Technology Research & Development, 58(2), 137-154. doi: 10.1007/s11423-009-9132-y
2. Type of Research:
___ Descriptive _x__ Correlation
___ Experimental ___ Causal-Comparative
___ Historical ___ Quasi-Experimental
___ Meta-Analysis ___ Survey
3. Evidence from article you used to determine Type of Research
The teachers were asked to take the Teacher Technology Questionnaire. In the first part, the teachers rated their level of agreement on 20 technology related questions. The second part collects teacher demographics and qualifications. The section variables were then compared for relationships.
4. Purpose of the Research
The study was done to find the effects that teachers’ characteristics and environmental factors had on technology integration. It also was set up to explain the relationships between the factors through a path model based on previous research. It has been tested and data gathers from surveys.
5. Instruments Used
The Teacher Technology questionnaire (TTQ), a two-part instrument, was used to collet teachers’ perceptions of computers and technology integration.
6. Validity and reliability of Instruments Used
The TTQ is valid and is commonly used in research. The reliability was high ranging from .75 to .89 on the subscales of the test.
7. Subjects
The subjects were teachers from 54 schools participating the in the first year of Tennessee EdTech Launch One and Two funded by Title II Part D.
8. Results and Conclusions
Subject attitude on the day of the questionnaire could influence the results.
10. Possible Threats to Internal and External Validity
Attitude of subject on the day of the questionnaire could influence the results of the questionnaire.
11. Generalizability of Results to Local Issues
The results showed that the older more experienced teachers had less effectiveness in technology integration. This would be the focus area for professional development.
Appendix B: LT 785 Final Project Enter each group member's name and the percentage they contributed to the completion of each of the parts of the final project. Be sure to enter a value in each cell for each member of your group even if it is zero. That way we know for sure it is actually zero and not just an omission. When all cells in the column are completed the computer will calculate each member's percentage of contribution to the final project based on the value/work of each part. Feel free to enter comments at the bottom. Table works for any number of members.
Member 1
Member 2
Item: Total %
Enter Members' Names First:
Janelle Gregg
Mike Smit
Statement of Research Question (2 point)
50%
50%
100%
Review of Literature (25 points)
50%
50%
100%
Summary and Conclusions (5 points)
50%
50%
100%
Application or tech potential (10 Points)
50%
50%
100%
References (8 points)
50%
50%
100%
Appendix A (10 points)
100%
100%
All should be 100%
Editing the document (work)
50%
50%
100%
Proof read final document (yes/no)
yes
yes
Yes or No
Your Approximate Work Contribution
50.00%
50.00%
100%
Comments if you wish:
Final Project for
LT785 – Research Methods in Educational Technology
Submitted by Janelle Gregg and Michael Smit
May 1, 2015
- Statement of Research Question
(How does distance education as technology integration affect students?)
- Literature Review
Care needs to be taken in integration and attention to students needs is crucial. Distance education is a large step in technology integration that has a large impact on students. A definition of distance education is necessary. According to Teaching and Learning at a Distance, Foundations of Distance Education. (5th ed.) distance education is classified as follows.
An online course is one where most of the content is delivered online, which means at least 80% of the course content. A blended or hybrid source combines online and face-to-face delivery; thus, 30% to79% of the course’s content is delivered online. A web-facilitated course uses Web-based technology, but less than 29% of the content is delivered online. (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 5)
Course designers need to have guidelines regarding selecting content, making sure that online materials and activities are appropriate for the class and students. Course material needs to be chunked into smaller sections to keeps students interest level higher and overwhelm learners. (Oliver et al., 2010) “…use of synchronous communication tools was critical …in order to prompt, prod and motivate” (Oliver et al., 2010).
Embarking on the journey of distance education can be difficult for the student. The online learner is going to require a package of visual, auditory, and hands on materials. The delivery process will not be “refined and/or adjusted in response timely to student aptitudes and behaviors” (Nguyen & Zhang, 2011). This could turn some learners away from the off campus learning. The inconvenience of having to wait for unknown periods of time for an answer could be enough to lose interest and confidence in the class. Some students may rather take a class in a face-to-face situation, but if that opportunity is not available, distance is the option. Those students who are successful in online courses tend to be more disciplined, organized, self-motivated, and technology savvy. Online training is needed in order to help students become more comfortable with the online environment. (Fish & Wickersham, 2009) “As such, this learning environment requires a certain level of self-motivation and self-organization from the student” (Nguyen & Zhang, 2011). The responsibility of learning lies heavily on the internet based learner when it comes to reaching out for accommodations or modifications. “…lack of this quality, would very likely affect the success of a student taking online courses” (Nguyen & Zhang, 2011).
When looking at the profile of the online learner there are different learning styles to consider. These learning styles are no different from the traditional classroom and include visual/spatial, auditory, bodily/ kinesthetic, logical/mathematic, interpersonal, intrapersonal, verbal/linguistic, naturalistic, and musical intelligence. In the case of learning styles it was found that those who were kinesthetic learners did not do as well in the virtual classroom. This is in large part to the focus on visuals, reading, and writing required for most courses. The “students who learn from concrete experience and reflective experimentation/observation” didn’t do as well as their peers with other learning styles. (Nguyen & Zhang, 2011) These learners may take some more contact with the professor in order to understand the material.
To help benefit students, quality courses need to be offered. Course need to be rich in examples. “Quality online courses adapt to student needs, provide meaningful examples, motivate students, and consist of instructors who express concern for student learning (Young, 2006).” (Fish & Wickersham, 2009) They need to be geared to motivate students; and they need to be taught by concerned teachers who are willing to help. A teacher who is interested and communicates well with the students helps motivate the students. (Fish & Wickersham, 2009) “Research by Tunison and Noonan (2001) found that online courses place a great deal of responsibility on the student and conclude that the degree of autonomy might be overwhelming” (Beese, 2014). Support for online learners is necessary and should address issues such as technical support, communications with teachers, and a support person to help them through the course. (Beese, 2014) The teacher needs to think about the rigor of the course. The course needs to academically challenging while at the same time not overloading the students. (Fish & Wickersham, 2009)
Communication is essential to student engagement. The teacher needs to set the tone for communication to students, from students to teacher, and between students. Simonson states that the instructor needs to be very clear. The instructor should tell the students how and when to contact him or her. The students need to know to provide specific information when contacting the instructor. When working student – to – student, manners are important. There needs to be a sense of community for a class to be successful and for students to have interest. (Simonson et al., 2012, p. 230) The traditional classroom offers the luxury of face-to-face education. It is in these moments that a professor can read the class as they require immediate feedback or body language brings them to circle back on a topic for greater understanding. In the virtual classroom topics can be recovered numerous times; however, the responsibility lies solely with the learner. An instructor cannot tell if one needs further explanation because they are missing the face-to-face element. They will rely on the communication of the learner through various forms. “Effective communication requires an active audience…Feedback in distance education systems is often referred to as interaction” (Simonson et al., 2011).
Most instructors provide a syllabus at the beginning of the course during orientation. These syllabi will have to be located by the learner on the course home. In this syllabus the learner will find contact information provided by the instructor. This information may include office hours, e-mail, and a phone number to reach them. Here is an example of the commencement of communication. In the course content there will be assignment requirements that require discussion or small group activities’. The independent learner must discover the ways in which the group chooses to communicate. Options include the course management system chat, Google Documents, Google Plus site chats, or e-mail.
It is up to the learner to communicate effectively with their classmates and instructor. In chapter four our authors find, “effective instructional messages are designed according to the situation, experiences, and competencies of leaners” (Simonson et al., 2011). At the beginning of the course it is wise for the independent learner to make initial contact with the professor letting them know they have logged on successfully. This is not required in courses; however, some instructors find it beneficial to do so in order to clarify any questions and check that e-mails are correct and working. Communication is a key success to the distance learner.
“Ouzts (2006) found that student perceptions of community related to increased satisfaction toward online learning.” (Simonson et al., 2012, p. 72) In setting up the community of learners, the teacher needs to make clear the expectations. Students need to know how and when it is appropriate to contact the instructor. The students need to be clear in their communications on who is contacting the instructor and what is needed. A sense of community is also established through communication with other students. This can be done through the course management system by initiating discussions or group work. (Simonson et al., 2012, p. 230) “Knowing the students in a class provides the instructor with an understanding of how to best approach instruction to ensure an optimal learning experience for all.” (Simonson et al., 2012, p. 219)
A study of students who were going into their post baccalaureate teacher education program showed that even when investigating individuals who are committed to being lifelong learners, no two teachers learn the same. Hiltz and Goldman (2005) provide the idea that “thinking style construct assumes that a student’s preferred mode for obtaining knowledge affects how well he or she interacts and learns via different media”(Bishop& Foster, 2003). One who understands the way they learn can make a more educated decision on what type of classes or majors/minors suit them best. By doing so the student embarks on a course schedule that they can thrive in.
Another study was conducted to see if there is dominance among thinking style in distance education learners. Although there was a strong dominance, it was also stated that “there was a significant amount of diversity in terms of thinking style among respondents” (Bishop & Foster, 2003). Next they looked at traditional verses alternative educational preparation programs. They found that, “alternative teacher education programs can prepare candidates with academic achievement at least as good as, if not better than, traditional programs” (Bishop & Foster, 2003).
There is no rule that says you have to enter college after you graduate high school. In that same respect there is no rule that says you have to have an on campus experience. Today’s college student comes in many ages, ethnicities, and backgrounds. Some have taken a few years off to work and have families before continuing their education. Others find distance education more convenient as they decided to take on a full time job and college at the same time. Whatever the reason may be for distance education there are risk factors that create an enrollment gap among these students and the traditional college student.
The word risk brings a sense of uncertainty. It is as if someone has begun to roll the dice on your future. According to the study, “Results also show that five of the seven dropout risk factors are each significantly associated with an increased likelihood of an enrollment gap” (Pontes, M. & Pontes, N., 2012). The study goes on to explain that any student who has at least one or more of the following risk factors is considered a nontraditional student and has a risk of dropping out of the program. The list of risks they give are, “1) part-time enrollment, 2) delayed enrollment, 3) financial independence, 4) presence of dependents other than spouse, 5) full-time employment, 6) single parent, 7) not a high school graduate” (Pontes, M. & Pontes, N., 2012). The population is students who are pursue their undergraduate degree. This does not include those who are continuing on to a master’s degree or higher.
The study concludes with possible factors that deem success in a distance education course. Those that continue to make it through the program they have entered close the enrollment gap little by little. They are a part of the population that has mixed their distance education and face- to- face contact with their professor. These students may have gone through an orientation of the program or course. Another area that is discussed in success is open communication. “Other researchers have shown that the use of hybrid courses (with both distance education and face-to-face components) have higher course completion rates than distance education classes with no face-to-face component” (Pontes, M. & Pontes, N., 2012).
Course management systems (CMS) are used in a variety of ways through higher education. These systems can be costly but offer a predictable pattern of communication as well as multiple ways to receive instruction. A CMS is the platform for the course. This one location houses all the needed tools for the course. “Course management systems offer components that structure the resources for delivery. Built into the systems are such resources as the course calendar, announcements, assignment and discussion areas, student rosters, communications, Web links, and grade books.” (Simonson et al., 2012) The instructor of the course has everything in one location to run the course. The materials or tools are placed within the CMS and enhance the class. The CMS is a must have for organization and ease of use for the instructor and the students. The instructor organizes everything into one location. The students know where to find everything within that location. Plus, as Simonson states, “Also, because the CMS utilizes a Web-based format, the instructor and students can access it from any location where they can connect to the Web.” The instruction can be delivered through Blackboard lectures, discussion boards, content folders, and e-mail. Once the learner has become oriented with these computer based learning skills they will be able to access their course in any location. This will provide structure for the undergraduate. Structure helps with motivation and engagement of the students.
For the graduate student the learning requirements are the same. Those who are asked to create their own assignments based on a list of requirements may find more freedom and creativity using a list of Web 2.0 tools. This will require the learner to be self-motivated as they begin to mold their project to fit the means of the objectives. A sense of independent learning is offered with these tools and can be reproduced in one’s work environment. Examples of Web 2.0 tools include blogging, Wikis, podcasting, YouTube, and social media. These tools add enrichment to a class and engage a student in learning. This is how the instructor makes the class their own. “Blogging is a form of online reporting and journaling that gives anyone an opportunity to publish to the Internet.” (Simonson et al., 2012) An instructor can set up links to blog sites and leave access open for all to see, or blogging can be done within the CMS for class use only. Wikis are a group collaboration site. They are excellent ways for students to collaborate on written assignments or projects where they would compile information into one place. (Simonson et al., 2012) Podcasting is the process of making a video or audio recording and saving it for future viewing. (Simonson et al., 2012) Web 2.0 tools integrated into a class bring engagement, motivation, and participation to the students.
The research has proven that the long distance learner needs to be one who is self-motivated and independent. These skills may not be developed right away but can be obtained as one begins their journey of distance learning. There are many tools along the way that will aid the learner when becoming a virtual student.
- Summary and Conclusion
Distance education as technology integration is a large concern. Students who are self-motivated do well in online classes. Students with different learning styles need caring teachers to help them along the way. The design of an online course can impact its effectiveness as well. A course needs to be well designed and clarity of instruction and responsibility of the student needs to be set from the beginning. Course management systems can be an effective tool to set up a class and give students success in the course, thus giving them motivation to continue in the course.
Finally communication is essential when incorporating technology. Especially with distance education, communication is a key component. Students need to have a sense of community and equity in their learning to be engaged and interested in the course. No matter what the technology or how it is used, students need to have buy-in for success to happen.
References
Beese, J. (2014). Expanding learning opportunities for high school students with distance learning. American Journal of Distance Education, 28(4), 292-306. doi: 10.1080/08923647.2014.959343
Bishop, C., & Foster, C. (2011). Thinking styles: Maximizing online supported learning. J. Educational Computing Research, 44(2), 121-139. Retrieved from http://www.ezproxy. dsu.edu:3137/ehost/detail/detail?sid=b40e2fba-56db-424b-a032-767cd2e38ca3%40 sessionmgr4004&vid=0&hid=4109&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1z aXRl
Fish, W. W. & Wickersham, L. E. (2009). Best practices for online instructors: Reminders. Quarterly Review of Distance Education, 10(3), 279-284, 319-320. Retrieved from http://www.ezproxy.dsu.edu:2048/login?url=http://search.proquest.com/docview/89232 155?accountid=27073
Inan, F. A. & Lowther, D. L. (2010). Factors affecting technology integration in K-12 classrooms: A path model. Educational Technology Research & Development, 58(2), 137-154. doi: 10.1007/s11423-009-9132-y
Nguyen, D. & Zhang, Y. (2011). College students’ attitudes toward learning process and outcome of online instruction and distance learning across learning styles. Journal of College Teaching & Learning (Online), 8(12), 35-42. Retrieved from http://www.ezproxy.dsu.edu:2048/login?url=http://search.proquest.com/docview/1418714958?accountid=27073
Oliver, K., Kellogg, S., Townsend, L., and Brady, K. (2010). Needs of elementary and middle school teachers developing online courses for a virtual school. Distance Education, 31(1),55-75. Retrieved from http://www.ezproxy.dsu.edu:2048/login?url=http://search.proquest.com/docview/598424349?accountid=27073
Pontes, M.C.F., & Pontes, N. M. H. (2012). Enrollment in distance education classes is associated with fewer enrollment gaps among nontraditional undergraduate students in the US. Journal of Asynchronous Learning Networks, 16(1), 78-89. Retrieved from http://www.ezproxy.dsu.edu:2048/login?url=http://go.galegroup.com/ps/i.doid=GALE%7CA302113452&v=2.1&u=sdln_dsu&it=r&p=PROF&sw=w&asid=16b727c068afd3800e7bc3be2ab88bf4
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2011). Teaching and learning at a distance: Foundations of distance education. (5th ed.). Boston, MA: Allyn & Bacon.
IV – Application of the Research in a Typical School
In today’s classrooms, teachers are using technology via the internet more and more. We are seeing most schools go to a one computer to one student program to integrate technology more into the classroom. As teachers, using the internet to enhance learning is something that helps both with classroom discussions as well as helping students learn who are more apt to learn from watching and listening to videos. This can be seen with more classrooms using Distance Education. An example of this would be at Tea Area High School with the Connections Academy. The Connections Academy uses an online software system called Edgenuity. Edgenuity utilizes the internet to pull live streaming videos as well as having interactive quizzes for the students to take to check their progress. This use of technology has proven to be effective when engaging students to strive to unlock their true potential in education, and captures the attention of those students that don’t follow a structured classroom setting.
The research has application to all classrooms. Anytime we can learn more about how students learn best and the best environments for learning, we become better educators. The research shows us that we need to be aware of our students learning styles. We need to understand how our students learn best and try to give them the best opportunities available. The state of South Dakota has prided itself on technology integration into schools. We have a good infrastructure. Teachers need the continued professional development to continue to implement technology.
In Sisseton, there is a teacher crisis. Budget cuts are demanding that some things change. As teachers leave, they are not being replaced. Distance education is becoming more prevalent. With a short coming of teachers, students need to take online classes to get the diversity of classes they want. The teachers in the district understand the learning needs of the students and are trying to help the students as they take their online courses. More technology is being incorporated into the face-to-face classrooms to give students real world experiences and engage them. This also helps bridge to distance education and gives the students a better grasp of what to expect and how to deal with the different situations. The more technology is incorporated into classrooms, the better prepared students are for their futures.
Appendix A – Article 1
1. Bibliographic Citation (APA Style)
Bishop, C., & Foster, C. (2011). Thinking styles: Maximizing online supported learning. J. Educational Computing Research, 44(2), 121-139. Retrieved from http://www.ezproxy. dsu.edu:3137/ehost/detail/detail?sid=b40e2fba-56db-424b-a032-767cd2e38ca3%40 sessionmgr4004&vid=0&hid=4109&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1z aXRl
2. Type of Research:
___ Descriptive _X_ Correlation
___ Experimental ___ Causal-Comparative
___ Historical ___ Quasi-Experimental
___ Meta-Analysis X Survey
3. Evidence from article you used to determine Type of Research
184 students were asked to take the Sternberg-Wagner Thinking Styles Inventory. Also first semester grades were analyzed in relationship to student thinking styles as categorized by the Sternberg-Wagner Thinking Styles Inventory.
4. Purpose of the Research
This study focused on the thinking styles of online learners in a post baccalaureate teacher education program.
5. Instruments Used
Sternberg-Wagner Thinking Styles Inventory
6. Validity and reliability of Instruments Used
Good validity and good reliability
7. Subjects
184 post baccalaureate students in a teacher education program
8. Results and Conclusions
The findings led to the conclusion that all thinking styles profiles must be considered in instructional systems design to ensure student learning is maximized.
9. Possible Influence of Extraneous Variables
There are 15 variables in all. The variables are the thinking styles identified by the Sternberg-Wagner Thinking Style Inventory; students’ first semester earned academic grades; and self-reported gender. Students’ first semester grades do not take in to account the possible threats such as location, attitude, and semester when the survey was taken.
10. Possible Threats to Internal and External Validity
- Instrumentation Threat-students from different semesters were given the survey.
- Attitude of subjects threat
- Locations threat- no geographical focus
- Selections of subjects threat- 155 females, 29 males
11. Generalizability of Results to Local Issues
The findings led to the conclusion that all thinking styles profiles must be considered in instructional systems design to ensure student learning is maximized.
Appendix A – Article 2
1. Bibliographic Citation (APA Style)
Inan, F. A. and Lowther, D. L. (2010). Factors affecting technology integration in K-12 classrooms: a path model. Educational Technology Research & Development, 58(2), 137-154. doi: 10.1007/s11423-009-9132-y
2. Type of Research:
___ Descriptive _x__ Correlation
___ Experimental ___ Causal-Comparative
___ Historical ___ Quasi-Experimental
___ Meta-Analysis ___ Survey
3. Evidence from article you used to determine Type of Research
The teachers were asked to take the Teacher Technology Questionnaire. In the first part, the teachers rated their level of agreement on 20 technology related questions. The second part collects teacher demographics and qualifications. The section variables were then compared for relationships.
4. Purpose of the Research
The study was done to find the effects that teachers’ characteristics and environmental factors had on technology integration. It also was set up to explain the relationships between the factors through a path model based on previous research. It has been tested and data gathers from surveys.
5. Instruments Used
The Teacher Technology questionnaire (TTQ), a two-part instrument, was used to collet teachers’ perceptions of computers and technology integration.
6. Validity and reliability of Instruments Used
The TTQ is valid and is commonly used in research. The reliability was high ranging from .75 to .89 on the subscales of the test.
7. Subjects
The subjects were teachers from 54 schools participating the in the first year of Tennessee EdTech Launch One and Two funded by Title II Part D.
8. Results and Conclusions
- Teachers’ years of teaching and age negatively affected computer proficiency.
- Teachers’ year of teaching and age negatively affect integration.
- Teachers’ computer proficiency positively affects integration.
- Teachers’ beliefs and readiness positively influence integration.
- Availability of computers, technology support and support in general positively affect teachers’ beliefs and readiness.
- Teachers’ beliefs and readiness indirectly effected school and teacher factors of integration.
Subject attitude on the day of the questionnaire could influence the results.
10. Possible Threats to Internal and External Validity
Attitude of subject on the day of the questionnaire could influence the results of the questionnaire.
11. Generalizability of Results to Local Issues
The results showed that the older more experienced teachers had less effectiveness in technology integration. This would be the focus area for professional development.
Appendix B: LT 785 Final Project Enter each group member's name and the percentage they contributed to the completion of each of the parts of the final project. Be sure to enter a value in each cell for each member of your group even if it is zero. That way we know for sure it is actually zero and not just an omission. When all cells in the column are completed the computer will calculate each member's percentage of contribution to the final project based on the value/work of each part. Feel free to enter comments at the bottom. Table works for any number of members.
Member 1
Member 2
Item: Total %
Enter Members' Names First:
Janelle Gregg
Mike Smit
Statement of Research Question (2 point)
50%
50%
100%
Review of Literature (25 points)
50%
50%
100%
Summary and Conclusions (5 points)
50%
50%
100%
Application or tech potential (10 Points)
50%
50%
100%
References (8 points)
50%
50%
100%
Appendix A (10 points)
100%
100%
All should be 100%
Editing the document (work)
50%
50%
100%
Proof read final document (yes/no)
yes
yes
Yes or No
Your Approximate Work Contribution
50.00%
50.00%
100%
Comments if you wish: