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Redefining Synchronous Learning for the 21St Century: a Descriptive Case Study to Examine Multi-Channel Synchronous Online Communication and Critical Thinking

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Redefining Synchronous Learning for the 21St Century: a Descriptive Case Study to Examine Multi-Channel Synchronous Online Communication and Critical Thinking Pepperdine University Pepperdine Digital Commons Theses and Dissertations 2015 Redefining synchronous learning for the 21st century: a descriptive case study to examine multi-channel synchronous online communication and critical thinking Mary Wegner Follow this and additional works at: https://digitalcommons.pepperdine.edu/etd Recommended Citation Wegner, Mary, "Redefining synchronous learning for the 21st century: a descriptive case study to examine multi-channel synchronous online communication and critical thinking" (2015). Theses and Dissertations. 582. https://digitalcommons.pepperdine.edu/etd/582 This Dissertation is brought to you for free and open access by Pepperdine Digital Commons. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of Pepperdine Digital Commons. For more information, please contact [email protected], [email protected], [email protected]. Running head: REDEFINING SYNCHRONOUS LEARNING Pepperdine University Graduate School of Education and Psychology REDEFINING SYNCHRONOUS LEARNING FOR THE 21ST CENTURY: A DESCRIPTIVE CASE STUDY TO EXAMINE MULTI-CHANNEL SYNCHRONOUS ONLINE COMMUNICATION AND CRITICAL THINKING A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Education in Educational Technology Mary Wegner May, 2015 Linda Polin, Ph.D. – Dissertation Chairperson This dissertation, written by Mary Wegner under the guidance of a Faculty Committee and approved by its members, has been submitted to and accepted by the Graduate Faculty in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION Doctoral Committee: Linda Polin, Ph.D., Chairperson Paul Sparks, Ph.D. Jason Ohler, Ph.D. © Copyright by Mary Wegner Student (2015) All Rights Reserved TABLE OF CONTENTS Page LIST OF TABLES ........................................................................................................................ vii LIST OF FIGURES ..................................................................................................................... viii DEDICATION ............................................................................................................................... ix ACKNOWLEDGEMENTS .............................................................................................................x VITA .............................................................................................................................................. xi ABSTRACT ............................................................................................................................... xviii Chapter One: Introduction ...............................................................................................................1 Critical Thinking Skills in the 21st Century .........................................................................4 Synchronous Online Communication Tools Defined ..........................................................7 Problem Statement and Purpose ..........................................................................................7 Study Considerations ...........................................................................................................8 Research Questions ..............................................................................................................9 Setting ................................................................................................................................11 Significance of the Study ...................................................................................................11 Chapter Two: Review of Relevant Literature ................................................................................13 Communication and Critical Thinking ..............................................................................14 The 21st Century Narrative Student ...................................................................................15 Why Synchronous Online Communication? .....................................................................17 Communication Channels and Social Presence .................................................................19 The Duality of Consumption and Creation of Knowledge ................................................24 Critical Thinking Must Become Part of the Curriculum ...................................................25 Argumentative Reasoning Skills are Not Found in the Average Person .....................28 Use is Vital to Increasing Critical Thinking Skills ......................................................29 Learning Involves Action ..................................................................................................31 Real-Time Interaction Supports the Social Construction of Knowledge ...........................32 Online Learning Changes the Teacher and Student Roles.................................................35 Shift in Role Necessitates a Shift in Identity ...............................................................37 Individual Identity Formation Impacts Learning of Peers ...........................................38 Social Learning is Not Limited to Group Work ..........................................................39 Collaboration Facilitates Learning .....................................................................................40 Communication Makes Thinking Visible ..........................................................................42 Assessment Must Address the Quality of the Interaction ..................................................45 REDEFINING SYNCHRONOUS LEARNING v Page Reflection ...........................................................................................................................46 Chapter Three: Methodology .........................................................................................................48 Significance of the Study ...................................................................................................49 Overview of the Technology Teacher Leader Program .....................................................50 Problem Statement and Purpose ........................................................................................52 Research Questions and Setting .........................................................................................52 Study Considerations .........................................................................................................57 Methodology ......................................................................................................................58 Why a Case Study? ......................................................................................................59 Case Study to Investigate Phenomenon .......................................................................60 Research Procedures ..........................................................................................................60 Description of Study Participants ................................................................................61 Description of the Case Studied ...................................................................................62 Instruments ...................................................................................................................64 Validity of Instrumentation ..........................................................................................65 Procedures ....................................................................................................................67 Identification of Themes ..............................................................................................71 Protection of Human Subjects .....................................................................................76 Inter-Rater Reliability ..................................................................................................76 Role of the Researcher .......................................................................................................77 Chapter Four: Findings ..................................................................................................................78 Overview of Participants....................................................................................................78 Research Question One ......................................................................................................79 Communication Channel of Audio ..............................................................................84 Communication Channel of Instant Message ..............................................................85 Communication Channel Grouped as Participant Feedback Tools .............................87 Communication Channel of Whiteboard .....................................................................89 Research Question Two .....................................................................................................91 Examination of the Types of Critical and Integrative Thinking ..................................94 The Essential Role of Audio ........................................................................................96 Unexpected Findings .........................................................................................................98 Finding One: Logistical and Social Comments Dominate the Conversation ..............98 Finding
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