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Cara Kugler CECS 5610

A Comparative Study of Online Discussion Board Protocols and the Impact on Knowledge Construction in High School Students. Cara Kugler CECS 5610. Background. At least 21 state-wide virtual high schools Enrollment in online classes increasing 50%-100% on yearly basis

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Cara Kugler CECS 5610

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  1. A Comparative Study of Online Discussion Board Protocols and theImpact on Knowledge Construction in High School Students Cara Kugler CECS 5610

  2. Background • At least 21 state-wide virtual high schools • Enrollment in online classes increasing 50%-100% on yearly basis • Flexible options for ALL students- not just for home- schoolers anymore • Estimated: Every high school student takes at least one online course before graduating

  3. Background (cont) • Majority of current research is based on college/graduate level students • Findings are currently being applied to high school level courses • Need more research for this age group based on their unique social and developmental needs!

  4. Online Learning: Discussion Boards • Current research show discussion boards play a key role in online learning environments: • Based on Cognitive Learning Theories: Deepest learning occurs in the writing and discussing of content within a community of learners

  5. Discussion Boards Previous Research: • Studies have seen varying levels of knowledge construction in student responses on discussion boards • Some evidence supports that structure and facilitation is important in promoting higher-order thinking/knowledge construction • Majority of research on college/graduate students in this area • What strategies can be employed to foster knowledge construction specifically in high school students?

  6. The Proposed Study Research Hypothesis: Students that use a structured discussion board protocol will display a higher level of knowledge construction and increased participation than those students who use a non-structured protocol

  7. The Proposed Study Design: • Stanley & Campbell True Experimental: • Posttest-Only Control Group Design • Independent Variable- Discussion Board Protocol- either structured or non-structured • Dependent Variable- Knowledge construction and participation (number of posts)

  8. Methods and Procedures Participants: 40 high school students- divided randomly into two online sections of a Health course: • Section one: follow basic discussion protocol • Section two: follow structured protocol • Peer-to-Peer facilitation • 5 students as team facilitators: Initiator, Supporter, Challenger, Summarizer, and Monitor (Roby’s Discussion Types); rotates weekly • Remaining 15 students “general community”

  9. Data Analysis • Two raters will be used to analyze transcripts: • Instrument: Interaction Analysis Model (IAM) detects knowledge construction • Inter-rater reliability checks to resolve coding differences (Chi 1997) • Chi square analysis will be used to determine whether there is a significant relationship between discussion board protocol and IAM phases noted • Students’ postings will be averaged for each section to determine whether the protocol had an effect on overall participation

  10. Conclusions and Implications • “One-size doesn’t fit all” when it comes to online learning • Practical implications for effective design of discussion boards in H.S. courses to promote knowledge construction • Additional research needed to better understand the needs of high school students in online environments

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