Assessing Middle School Student Participation in Online vs. Face-to-Face Environments

Autor/in	Oravetz, Cathleen L.
Titel	Assessing Middle School Student Participation in Online vs. Face-to-Face Environments
Quelle	(2011), (199 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northeastern University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2671-6295-3
Schlagwörter	Hochschulschrift; Dissertation; Student Participation; Constructivism (Learning); Web 2.0 Technologies; Middle School Students; Interrater Reliability; Online Courses; Educational Technology; Conventional Instruction; Educational Environment; Verbal Communication; Group Activities; Cooperative Learning; Computer Mediated Communication; Communication Strategies + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Interrater-Reliabilität; Online course; Online-Kurs; Unterrichtsmedien; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Gruppenaktivität; Kooperatives Lernen; Computerkonferenz; Kommunikationsstrategie
Abstract	Educators have observed reluctance in middle school students to vocally engage in small group learning tasks, the result of which could be a decrease in student learning. The same students have been observed collaborating with peers outside of the classroom when using technology. The purpose of this study is to determine if technology provides a means to increase participation in the classroom, which in turn may increase student learning. Social constructivism and developmental theories guided this study. Eighty eighth-grade middle school students participated in a mixed-method, between-subject quasi-experiment to determine whether there was a difference in participation amount and content by students in small-group, learning-centered discussions using online vs. face-to-face environments. Students in groups of four used either an online chat tool or face-to-face discussion during a four-part activity. Data was coded, guided by Cohen's Kappa inter-rater reliability. The data was analyzed using independent sample t-tests, Fisher exact tests, relative percentage comparisons, Gini Coefficient comparisons, and Mann-Whitney-Wilcoxon testing. Significant findings (p less than 0.05, p less than 0.01) were demonstrated in participation amount, participation content, male participation amount, male participation content, and female participation content. Technology has the ability to enhance educational systems in order to prepare students to effectively and efficiently communicate and collaborate in today's high-tech environment. Accessing Web 2.0 tools in the classroom is a good first step as students can integrate their current out-of-school technological lifestyle and place it into the hands of educators to mold and form into quality 21st century life skills. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10