A Comparison of Online and Face-to-Face Collaboration on the Performance of Middle School Math Students' Standardized Assessment

Autor/in	Eliason, Norma Lynn
Titel	A Comparison of Online and Face-to-Face Collaboration on the Performance of Middle School Math Students' Standardized Assessment
Quelle	(2014), (115 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of West Florida
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3038-8777-2
Schlagwörter	Hochschulschrift; Dissertation; Educational Technology; Technology Uses in Education; Middle School Students; Standardized Tests; Mathematics Tests; Teaching Methods; Learner Engagement; Interaction; Cooperative Learning; Social Influences; Mathematics Achievement; Student Attitudes; Asynchronous Communication; Social Networks + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Standadised tests; Standardisierter Test; Teaching method; Lehrmethode; Unterrichtsmethode; Interaktion; Kooperatives Lernen; Sozialer Einfluss; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schülerverhalten; Social network; Soziales Netzwerk
Abstract	The effects of incorporating an online social networking platform, hosted through Wikispace, as a method to potential improve the performance of middle school students on standardized math assessments was investigated in this study. A principal strategy for any educational setting may provide an instructional approach that improves the delivery of instruction and enhances the learners' self-efficacy, motivation, and performance. A pedagogical approach that is centered on learner interaction and engagement is a social collaborative learning environment. The social collaborative learning environment provides an academic atmosphere that highlights Bandura's social cognitive theory of reciprocal determinism. This study identified the triadic reciprocal determinants incorporated within a social collaborative learning environment: (a) social collaborative environmental variables, (b) academic achievement variables, and (c) personal perception variables. The function of the instructional treatment, online social networking collaborative learning environment, for this study was to expose the students to an asynchronous learning environment that encouraged the members to exchange thoughts, communicate perspectives, and employ prior knowledge to enhance problem-solving skills in mathematics. Although the results of the study did not indicate a statistically significant difference in student performance on middle school math standardized assessment, future research could strengthen the effectiveness of developing and implementing an instructional design that incorporates a (online or face-to-face) social collaborative learning environment that will promote learner self-efficacy, motivation, and performance. [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	2020/1/01