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Learning about Online Learning: How Do Students Use Interactive Web-Based Materials?

Learning about Online Learning: How Do Students Use Interactive Web-Based Materials?. Jack Bookman, David Malone, Lawrence Moore, David Smith Duke University. Web-Based Interactive Materials: The Connected Curriculum Project. http://www.math.duke.edu/education/ccp/.

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Learning about Online Learning: How Do Students Use Interactive Web-Based Materials?

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  1. Learning about Online Learning: How Do Students Use Interactive Web-Based Materials? Jack Bookman, David Malone, Lawrence Moore, David Smith Duke University ICTCM-13 Atlanta

  2. Web-Based Interactive Materials: The Connected Curriculum Project http://www.math.duke.edu/education/ccp/ • Materials for labs and projects • Web pages with text, hyperlinks, graphics, Java applets, problems • Downloadable CAS files in which students respond to challenges, control the interaction, write a report ICTCM-13 Atlanta

  3. Transmission Myth • Knowledge can be transmitted from knower to learner. ICTCM-13 Atlanta

  4. Classroom reality: Constructing knowledge together ICTCM-13 Atlanta

  5. Classroom reality: Constructing knowledge together ICTCM-13 Atlanta

  6. Constructivist Perspective “a self-regulated process of resolving inner cognitive conflicts that often become apparent through concrete experience, collaborative discourse, and reflection” Fosnot, J. Res. Sci. Ed. 1993 ICTCM-13 Atlanta

  7. Constructivist Perspective • “... constructivism has more relevance in education today because the dawn of the Information Age has rapidly increased the amount of, and accessibility to, information.” • scarcity of studies of how students learn in this environment Portela, Ed. Media International 1999 ICTCM-13 Atlanta

  8. Experimental Setup ICTCM-13 Atlanta

  9. Experimental Setup ICTCM-13 Atlanta

  10. Methodology • Glaser and Strauss (1967): grounded theory, “the discovery of theory from data systematically obtained from social research.” • contrast with “theory generated by logical deduction from a priori assumptions.” • Romberg (1992): clinical observations, “… what one observes shift[s] from predetermined categories to new categories, depending upon initial observations.” ICTCM-13 Atlanta

  11. Categories of Research Questions • The role of the instructor • The role of the developer • Types of behavior and thinking processes as students work • Importance of self-monitoring, metacognition • Opportunities and obstacles raised by the technology itself ICTCM-13 Atlanta

  12. Role of the Instructor • When/how to intervene, support, guide • Whether to assign roles to students • How to structure lesson so no one student takes over a group • How to encourage discrimination between problems with tools and with concepts • How to facilitate dialogue ICTCM-13 Atlanta

  13. Role of the Developer • How to get students to reflect on quality of interactions • How to build in interdependence, shared responsibility • How to encourage self-monitoring and metacognition ICTCM-13 Atlanta

  14. What Students Do • Choice of tools (paper, calculator, CAS): how, when, why? • Assuming roles: who decides? • When and why do students use links? • Online/offline help: cognition, metacognition • Productive dialogue: environment or content? ICTCM-13 Atlanta

  15. Self-monitoring & Metacognition • Time management: reflection, guessing/checking, calculating • Learning to check reasonableness, accuracy • Determining whether discrepancies are due to mathematical or technical errors ICTCM-13 Atlanta

  16. Technology Problems and Opportunities • Learning nuances of software • Hardware/software interactions: how students/teachers react to problems • Avoiding time-consuming calculations • Growing technical sophistication of new college students ICTCM-13 Atlanta

  17. Forthcoming Paper The Nature of Learning in Interactive Technological Environments: A Proposal for a Research Agenda Based on Grounded Theory Jack Bookman and David Malone Duke University ICTCM-13 Atlanta

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