Marty Conner Critique

“On-Line Collaborative Learning For High School Students Using a Blended Approach for the Promotion of Self-Motivation Skills”Retrieved May 14, 2008 from: http://www.iste.org/Content/NavigationMenu/Research/NECC_Research_Paper_Archives/NECC_2007/NECC_2007_Research_Paper_Archive.htm : 

“On-Line Collaborative Learning For High School Students Using a Blended Approach for the Promotion of Self-Motivation Skills”Retrieved May 14, 2008 from: http://www.iste.org/Content/NavigationMenu/Research/NECC_Research_Paper_Archives/NECC_2007/NECC_2007_Research_Paper_Archive.htm Marty S. Conner EDET 780 University of South Carolina May 18, 2008 Critique One

INTRODUCTION : 

INTRODUCTION PURPOSE - This study was conducted to determine if computer-supported learning collaborative environments increases self-monitoring skills of students, thus increasing academic performance.

INTRODUCTION : 

INTRODUCTION METHODS DESIGN -This study was conducted as action research. Quantitative data were analyzed using descriptive statistics and questionnaire responses as the instrument. Responses to a focus interview and a qualitative examination of students’ comments in their online assignments were also utilized. PARTICIPANTS - Twenty eight ninth grade students enrolled in a biology and introduction to technology classes.

INTRODUCTION : 

INTRODUCTION PROCEDURES- A pre-questionnaire was given to the students before they were introduced to the online learning environment to measure self-monitoring skills, attitude, motivation level, and computer skills. A pre-test was administered to identify learning styles. Students were placed in groups of 5-6 according to learning styles. Students discussed study skills and tips with group members. A second questionnaire was given to measure the student’s perception of the online effectiveness. LIMITATIONS – None cited by the researcher. IMPLICATIONS – This study provides research that has yet to be addressed. Though several studies have been done in the area of self-monitoring and online learning environments , none have yet focused on self-monitoring skills for high school students in a blended environment. This research provides an avenue for teachers and school leaders to explore online communication as an alternate learning environment to supplement traditional classroom teaching and learning.

INTRODUCTION : 

INTRODUCTION FINDINGS The initial hypothesis of this study was that the use of an online learning environment to promote self-monitoring skills for high school students would lead to better student grasp of the course content, and consequently, better academic performance. However, there was a divide between the perceptions of the higher academic achieving students and the average achievers. Computer-supported learning environments does not enhance the study self-monitoring and skills for high achieving students. Computer-supported learning environments does enhance the study and self-monitoring skills for average achievers.

CRITIQUE : 

CRITIQUE RESEARCH QUESTIONS - The researcher poses three basic questions: 1) Could participation in a computer-supported collaborative learning environment be designed in such a way to increase self-monitoring skills. 2) Would the use of the online learning environment ultimately lead to better student grasp of course content, and consequently better academic performance? 3) Does good self-monitoring skills actually relate to good academic performance? REVIEW OF LITERATURE – Lit review was clear, sequential organized, contextual appropriate, and provided a base for the research. The article is well written and accessible to a broad audience ( school leaders, teachers, parents, students, policy-makers, etc.). However the writing specifically targets students and teachers.

CRITIQUE : 

CRITIQUE This research is applicable to my research topic ( The Effects of Professional Development on Teacher Integration of Technology in the Classroom) due to it’s relation to the integration and use of technology in the classroom by teachers and students. Explicit Theory: blended learning ( traditional classroom and online learning environment), sociability in a collaborative learning environment foster self-monitoring skills is tested in this study. Researcher does not substantially clarify theory in the conclusion of the study.

CONCLUSION : 

CONCLUSION Value of Study / Usefulness - This study was somewhat useful to me. I am currently on a committee in my school district that is researching / studying the ways computer/on-line based instruction may be offered, implemented, and used in my district. Limitations –Study focused primarily on self-monitoring and study skills. More emphasis should have been placed on how computer supported collaborative learning environments effect academic performance and self-monitoring. New Information revealed – computer supported collaborative learning environments does not enhance self-monitoring skills for high achieving students.

CONCLUSION : 

CONCLUSION Further Questions: Does computer supported collaborative learning environments negatively or positively impact student class participation? How can computer support collaborative learning environments enhance academic performance for high achieving students? What variables enhances self-monitoring skills and study skills for average achieving students.

REFERENCES : 

REFERENCES Boekarts, M. (1997). Self-regulated Learning: A new concept embraced by researchers, concept makers, educators, teachers, and students. Learning and Instruction, 71, 61-186. Curtis, D. Exploring Collaborative Learning Online. Journal of Asynchronous Learning Networks, 5(1). Retrieved on November 20, 2005 from http://www.aln.org/alnweb/journal Hewitt, J. (2001). From a Focus on task to a Focus on Understanding: The Cultural Transformation of a Toronto Classroom. In T. Koschmann, R. Hall & N. Miyake (Eds.). CSCL 2: Carrying Forward the Conversation. Mahwah, NJ: Lawrence Erlbaum Associates, 11-41. Ley, K. & Young, D. (2001) Instructional Principles for Self-Regulation. Educational Technology Research and Development, 49, 93-103. McEwen, L. (2002). Exploring Assessment of On-line Collaboration in Distance Education: An Action Research Study. Unpub. Thesis, Concordia University. Salmon, G. E-Moderating, the Key to Teaching and Learning Online. London: Kogan Page, 2000.