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Development and Validation of a Web-Based Module to Teach Metacognitive Learning

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Development and Validation of a Web-Based Module to Teach Metacognitive Learning Development and Validation of a Web-Based Module to Teach Metacognitive Learning Strategies to Students in Higher Education by Oma B. Singh A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy Department of Secondary Education College of Education University of South Florida Major Professor: James A. White, Ph.D. John M. Ferron, Ph.D. Teri L. Rydl, Ph.D. William H. Young, III, Ed.D. Date of Approval: March 3rd, 2009 Keywords: Design-Based Research, Design Research, Developmental Research, Web- Based Development, Web-based Learning, Online Learning, Systematic Development, ADDIE, Metacognitive Learning © Copyright 2009, Oma B. Singh Dedication To my mother, Ms. Mahadai Pustam: Words cannot convey my appreciation for all the sacrifices you made for me, the ones known and unknown to me. Thank you for the continuous love and support you provide to me. As a child, I know it was you who instilled in me the importance of education. Maybe I did not appreciate it then but I do now. All I can hope is that I also will get the privilege to instill in others, the importance of education. So, I thank God and you for all my accomplishments, yesterday, today and tomorrow. I love you Mum. Acknowledgements I wish to acknowledge my courageous husband, Mr. Michael L. Ashley who supported me one hundred percent throughout this process. I would like to thank Mike for all the kindness, respect, wonderful meals and just about everything else. As noted, I did not accomplish this task by myself and there are many wonderful people who encouraged me along the way. I would like to thank my major professor, Dr. James A. White for his guidance and consideration as I navigated through my study. Dr. White‟s dedication to his students is unsurpassed and I believe like me, all of his students think highly him. The same can be said of my committee members, Dr. John M. Ferron, Dr. Teri L. Rydl and Dr. Bill H. Young, III. Among the many good things I have learned from being mentored by Dr. White and my committee members, I think the most important things are that if you include kindness, respect, patience and humor in your classroom, you‟ll be on the right track. I would also like to acknowledge and thank all of my family and friends who understood how important this was to me and helped me with prayers and kind words. I would especially like to thank my sister Sharmatie for always helping me – she is the most generous person I know. I also recognize my friend Ms. Nadia Heinz for going to the library with me, just because I needed the motivation. I also thank Nadia for editing my document -- more than once. My deepest gratitude goes to Ms. Susan Cook for her support. Thank you also to Dr. Melissa Venable who set the “gold standard” for being disciplined about writing and gave me the motivation I needed to complete what I started. Table of Contents List of Tables v List of Figures vii Abstract viii Chapter One: Introduction .................................................................................................. 1 Background ............................................................................................................. 2 Statement of the Problem ........................................................................................ 6 Purpose of Study ..................................................................................................... 7 Research Question .................................................................................................. 8 Research Objectives ................................................................................................ 8 Significance of the Study ........................................................................................ 9 Assumptions .......................................................................................................... 11 Limitations and Threats of the Study .................................................................... 11 Instrumentation ......................................................................................... 11 Researcher Bias ......................................................................................... 12 Delimitations of the Study .................................................................................... 12 Definition of Terms............................................................................................... 12 Organization of the Study ..................................................................................... 14 Chapter Two: Literature Review ...................................................................................... 16 Design-Based Research (DBR)............................................................................. 16 Overview of Design-Based Research ....................................................... 16 Paradigm-shift: Design-Based Research and Instructional Technology ......................................................................................... 24 A Practical Approach to Using DBR, Evaluating WBI and Advancing Research ........................................................................... 26 Challenges of Design-Based Research in Instructional Technology ......................................................................................... 28 Web-based Instruction (WBI) ............................................................................... 34 Web-based Instruction for Institutes of Higher Education (IHEs) and Quality Concerns .......................................................................... 37 The Instructional Systems Design (ISD) Process ................................................. 44 A Systematic Approach for Web-Based Instruction ................................. 48 The ISD Process: ADDIE ......................................................................... 51 Learning ................................................................................................................ 56 Metacognitive Learning ............................................................................ 67 Teaching Test-Taking Strategies .............................................................. 68 i Learner Satisfaction and Quality of Web-Based Instruction .................... 73 Summary ............................................................................................................... 81 Chapter Three: Methods ................................................................................................... 84 Overview of the Study .......................................................................................... 85 Setting ....................................................................................................... 86 Sampling ................................................................................................... 87 Participants ................................................................................................ 88 Ethical Considerations .............................................................................. 91 The Principal Investigator (PI).................................................................. 91 Description of the Course for Conversion: Learning Strategies within Academic Disciplines .............................................................. 93 Data Collection Instruments ................................................................................. 94 Interview ................................................................................................... 94 Questionnaires........................................................................................... 95 Observation ............................................................................................. 100 Logbook .................................................................................................. 100 Research Design.................................................................................................. 100 Construct Validity: Overall Study .......................................................... 101 Construct Validity for Instrument Development: Expert Review of Instruments .......................................................... 104 Data Reduction and Analysis .............................................................................. 106 Summary of Pilot Study Results: Analysis Phase and Prototype Outcomes ...................................................................................................... 108 Analysis Phase: Instruments ................................................................... 109 Analysis Phase: Outcomes ...................................................................... 111 Prototype Development .......................................................................... 123 Analysis Phase: Provisional Lessons Learned ........................................ 124 Design Phase ....................................................................................................... 126 Method .................................................................................................... 126 DBR Overview: Design Phase ................................................................ 127 Development Phase ............................................................................................. 128 Methods................................................................................................... 128 DBR Overview: Development
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