Does Technology Help Increase the Level of Participation in Middle School Students?
Dissertation Critique Assignment RSCH9800 Jeremy Spencer
Jeremy Spencer
RSCH 9800
Dissertation Critique #1
Oravetz, C.L. (2011). Assessing middle school student participation in online vs. face-to-face environments. (Education Doctoral Dissertation). Retrieved from http://iris.lib.neu.edu/cgi/viewcontent.cgi?article=1002&context=education_theses Abstract:
The purpose of this study is to investigate if technology increases the level of participation in middle school students thus leading to learning. Social constructivist theory guides the foundation of the study. This study is a mixed-methods study indicating the use of quasi-experimental design methodology. This study investigates the intricacies of small group content discussion participation based on the delivery using online discussion boards as compared to face-to-face discussion (F2F).
Studied were eighty eighth-grade students (N = 80) and the student population was further disaggregated into male and female sample sizes. Within male and female groupings, further investigation was performed to observe differences in participation level in content engagement between students. Student writing samples were collected and measured the learning outcomes from the content being delivered through small group online discussion or F2F communication.
Key findings based on participation:
The findings of this study concluded that students participating in online discussions contribute to more time-on-task than those in the small group F2F discussions. However, the F2F discussions contributed to more word usage than the online delivery methods. Lastly, it was determined that online discussion suggested a higher rate in quality of conversations as opposed to the F2F discussions. There was no statistical significance between male and female discussion outcomes in both online and F2F small discussion on participation outcome.
Key findings based on learning outcomes:
Writing samples were
Jeremy Spencer
RSCH 9800
Dissertation Critique #1
Oravetz, C.L. (2011). Assessing middle school student participation in online vs. face-to-face environments. (Education Doctoral Dissertation). Retrieved from http://iris.lib.neu.edu/cgi/viewcontent.cgi?article=1002&context=education_theses Abstract:
The purpose of this study is to investigate if technology increases the level of participation in middle school students thus leading to learning. Social constructivist theory guides the foundation of the study. This study is a mixed-methods study indicating the use of quasi-experimental design methodology. This study investigates the intricacies of small group content discussion participation based on the delivery using online discussion boards as compared to face-to-face discussion (F2F).
Studied were eighty eighth-grade students (N = 80) and the student population was further disaggregated into male and female sample sizes. Within male and female groupings, further investigation was performed to observe differences in participation level in content engagement between students. Student writing samples were collected and measured the learning outcomes from the content being delivered through small group online discussion or F2F communication.
Key findings based on participation:
The findings of this study concluded that students participating in online discussions contribute to more time-on-task than those in the small group F2F discussions. However, the F2F discussions contributed to more word usage than the online delivery methods. Lastly, it was determined that online discussion suggested a higher rate in quality of conversations as opposed to the F2F discussions. There was no statistical significance between male and female discussion outcomes in both online and F2F small discussion on participation outcome.
Key findings based on learning outcomes:
Writing samples were