november 18, 2000ictcm-13 atlanta1 learning about online learning: how do students use interactive...
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November 18, 2000 ICTCM-13 Atlanta 1
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Learning about Online Learning: How Do Students Use Interactive Web-Based Materials?
Jack Bookman, David Malone,
Lawrence Moore, David SmithDuke University
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Web-Based Interactive Materials: The Connected Curriculum Project
• 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
http://www.math.duke.edu/education/ccp/
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Transmission Myth
Knowledge can be transmitted from knower to learner.
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Classroom reality: Constructing knowledge together
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Classroom reality: Constructing knowledge together
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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
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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
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Experimental Setup
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Experimental Setup
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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.”
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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
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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
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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
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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?
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Self-monitoring & Metacognition
• Time management: reflection, guessing/checking, calculating
• Learning to check reasonableness, accuracy
• Determining whether discrepancies are due to mathematical or technical errors
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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
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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