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View of the Literature UNIVERSITY OF CINCINNATI DATE: March 4, 2003 Jane Shepherd Stuart I, , hereby submit this as part of the requirements for the degree of: Doctorate of Education, Ed.D. in: Curriculum & Instruction It is entitled: The Design and Use of Strategies in Face-to-Face and Online Instruction Approved by: Dr. Janet Bohren Dr. Glenn Markle Dr. Annette Hemmings Dr. Carol Setter THE DESIGN AND USE OF STRATEGIES IN FACE-TO-FACE AND ONLINE INSTRUCTION A dissertation submitted to the Division of Research and Advanced Studies of the University of Cincinnati in partial fulfillment of the requirements for the degree of DOCTORATE OF EDUCATION (Ed.D.) In the Division of Curriculum and Instruction Of the College of Education 2003 by Jane Shepherd Stuart B.A., Northern Kentucky University, 1993 M.Ed., University of Cincinnati, l998 Committee Chair: Janet Bohren, Ph.D. Glenn Markle, Ph.D. Annette Hemmings, Ph.D. Carol Setter, Ph.D. The Design and Use of Strategies in Face-to-Face and Online Instruction This is an in-depth qualitative case study to gain insight into one instructor’s efforts to teach two distinct bodies of students the same curriculum using two different mediums—classroom and online. The relationship between the use and beliefs of instructional strategies in face-to-face and online instruction are described in terms of patterns in the behaviors and beliefs of the instructor. There are three outcomes of this study. The tensions that exist in the instructor’s behaviors and beliefs when considering two instructional mediums are identified; the multiple levels of converting instruction from face-to-face to online are identified and described; and strategies for online instruction that can be used for professional training are provided. Tensions include 1) familiarity versus unfamiliarity with students, 2) direct versus indirect instruction, 3) collaborative versus cooperative learning, and 4) synchronous versus asynchronous communications. The tensions were instrumental in understanding and creating the Developmental Levels of Conversion. Training techniques and strategies relate directly to each tension. An outcome of this study is the identification of multiple levels when converting instruction from face-to-face to online; currently five levels have been identified. Each level of conversion requires training for the instructor and students along with more sophisticated technology. Data collected in this study clearly identifies two levels— Level I and Level II. Inferred are three additional levels of conversion. With sincere gratitude to my husband, Bryant, for his patience and encouragement and for Jason, Heather, Emily, and Travis who serve as reminders that life is an adventure. Chapter One: Introduction Significance of Research Study ………………………………………… 5 Recognize a Phenomenon ……………………………………… 6 Changing Face of Higher Education …………………………………… 7 Trends in Electronic Learning …………………………………. 7 Economics of Change ………………………………………….. 9 Changing Landscape and Student Demographics ……………… 10 Changing Roles of Instructors of Higher Education …………… 11 The Study ……………………………………………………………… 13 Research Components ………………………………………… 13 Chapter Two: Review of the Literature Introduction ……………………………………………………………. 15 Designing Instruction and Attitude Formation ………………………… 15 Learning Theories ……………………………………………… 16 Learning, Instruction, and Strategies …………………………… 18 Direct and Indirect Instruction …………………………………. 19 Instructional Strategies ………………………………………… 24 Art and Science of Designing Online Instruction ……………… 26 Technology …………………………………………………….. 30 Delivery of Online Course ……………………………………… 32 Theoretical Framework ………………………………………………… 34 Chapter Three: Methodology Review of the Data Collection Process …………………………………... 39 1 Research Setting ………………………………………………… 41 Participants ……………………………………………………….. 44 Entrée ……………………………………………………………. 50 Data Collection Plan …………………………………………….. 52 Data Collection Methods ………………………………………… 66 Category Dissemination Model ………………………………… 76 Purposeful Sampling …………………………………………… 77 Role Negotiation ……………………………………………….. 79 Reflexivity ……………………………………………………… 82 Data Management ……………………………………………… 86 Trustworthiness ………………………………………………… 86 Field Dilemma …………………………………………………. 88 Exit …………………………………………………………….. 91 Data Description and List ……………………………………………… 92 Chapter Four: Data Description, Analyses, and Interpretation Introduction ……..……………………………………………………… 93 Setting the Scene: Classroom Instruction Begins ………………. 93 Setting the Scene: Online Instruction Begins .…………………… 97 Patterns of Instruction within the Context of Assign ……………………. 101 Assignment One ………………………………………………… 105 Assignment Two ………………………………………………. 112 Assignment Three ……………………………………………... 119 2 Assignment Four ……………………………………………… 126 Summation Analysis of Effective Strategies for Face-to-Face and Online Instruction ……….…………………………………………….. 131 Summation Analysis of Ineffective Strategies for Face-to-Face and Online Instruction ……….……………………………………………… 135 Beliefs and Attitudes Toward the Use of Strategies for Face-to-Face Instruction ...…..………………………………………………………… 140 Behavioral Beliefs ……………………………………………… 141 Normative Beliefs ……………………………………………… 147 Control Beliefs ………………………………………………… 149 Category Dissemination Model Displays Relational Data for Face-to-Face Instruction ……………………………………………………………………… 152 Beliefs and Attitudes Toward the Use of Strategies for Online Instruction .155 Behavioral Beliefs ……………………………………………… 155 Normative Beliefs .……………………………………………… 166 Control Beliefs …………………………………………………. 169 Category Dissemination Model Displays Relational Data for Online Instruction …………………………………………………………….. 174 Similarities and Differences in the Strategies Used for Face-to-Face and Online Instruction ……………………………………………………… 176 Chapter Five: Implications and Future Directions Introduction …………………………………………………………….. 179 Tension One: Online Students Have Faces Too ………………………. 184 Tension Two: Direct Versus Indirect …………………………………. 186 Tension Three: Collaborative Versus Cooperative ……………………. 188 Tension Four: Synchronous Versus Asynchronous …………………… 194 3 Developmental Levels of Conversion ……………………………………. 195 Additional Areas of Study ………………………………………………. 198 A Discussion About the Theory of Planned Behavior ………………….. 199 Tables Table 1: Mean Averages for Demographics of Face-to-Face Students Table 2: Mean Averages for Demographics of Online Students Table 3: Chronological Order of Data Collection for Face-to-Face and Online Instruction Table 4: Components of the Research Study Correlated Data Collection Table 5: Data Description and Quantity Table 6: Instructional Strategies Described and Analyzed within the Context of Assignments Table 7: Assignments and Documented Accounts of Feedback Collected in Face-to-Face Instruction Table 8: Assignments and Documented Accounts of Feedback Collected in Online Instruction Table 9: Frequency of Planned One-to-One Discussions Conducted With Face-to-Face Students Table 10: Documented Accounts of Written Feedback Including a Request From the Online Student to Phone Appendixes Appendix A: Research Study Demographics Survey Face-to-Face Instruction Appendix B: Research Study Demographics Survey Online Instruction Appendix C: Exit Interview Beliefs and Attitudes Toward Face-to-Face Instruction Appendix D: Exit Interview Beliefs and Attitudes Toward Online Instruction Appendix E: Face-to-Face Instruction: Samples of Written Feedback 4 CHAPTER I INTRODUCTION Significance of Research Study The purpose of this study is to gain an understanding about the relationship between the beliefs and the use of instructional strategies in the design of face-to-face and online instruction and describes similarities and differences. This is a descriptive study with a sampling group of one instructor of higher education who faces a very different reality today than those of the recent years. Technology is increasingly accessible. Economics, as well as the needs and demographics of learners, are changing. Therefore, instructors are being asked, and at times required, to convert classroom instruction to online instruction. This requires a paradigm shift—the design and delivery of face-to-face instruction to the design and delivery of instruction over distances. This study provides a perspective that is different from other studies because it focuses on the use of instructional strategies when designing online instruction. The body of knowledge currently available tends to focus on the attitude of instructors or students toward the use of online environment as a medium for instruction. These studies generally compare the classroom and online experiences while focusing on attitudes toward the use of electronic instructional environments and the level of satisfaction or success. Much of the current research measures outcomes of instruction as determined by student performance. Finally, literature provides insight on how to 5 design online instructional environments—providing tried-and-true structures such as posting a syllabus, providing communications, and adding resources. However, there is limited information on the application of pedagogically sound instructional strategies in the development, or design, of online instructional environments. Recognize a Phenomenon Through personal experience, I have noticed a phenomenon in the application of instructional strategies used in face-to-face instruction and those used in online or distance instruction. The classroom and online both represent learning environments; however, there doesn't seem to be a consistent use of
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