DOCSLIB.ORG

Collaborative Learning and Support Environment for Teachers in Native American Pueblo

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Collaborative Learning and Support Environment for Teachers in Native American Pueblo Collaborative Learning and Support Environment for Teachers in Native American Pueblo Schools in New Mexico by Josephine Kilde B.S., University of Wisconsin, 2012 A thesis submitted to the Faculty of the Graduate School of the University of Colorado Boulder as partial fulfillment of the requirement for the degree of Doctor of Philosophy Technology, Media and Society Alliance for Technology, Learning and Society (ATLAS) Institute 2016 ii This thesis entitled: Collaborative Learning and Support Environment for Teachers in Native American Pueblo Schools in New Mexico written by Josephine Kilde has been approved for the Alliance for Technology, Learning and Society Institute ____________________________________________ Clayton Lewis (Chair) ____________________________________________ Sarah Hug ____________________________________________ Noah Finkelstein ____________________________________________ Edwige Simon ____________________________________________ Richard Kitchen ____________________________________________ Lorenzo Gonzales Date____________________________ The final copy of this thesis has been examined by the signatories, and we find that both the content and the form meet acceptable presentation standards of scholarly work in the above mentioned discipline. iii ABSTRACT OF THE DISSERTATION By Josephine Kilde (Ph.D. Technology, Media and Society; ATLAS Institute) Collaborative Learning and Support Environment for Teachers in Native American Pueblo Schools in New Mexico Dissertation Directed by Professor Clayton Lewis Teachers in rural Native American Pueblo schools in New Mexico lack professional development opportunities due to the long distances between the Pueblos and academic institutions. Previously, most schools received “hit and run” professional development sessions conducted once or twice a year that did not address the real issues faced by teachers each day. To remedy this, Los Alamos National Laboratory established the Math & Science Academy (MSA) in 2000, a K-12 professional development program for teachers that provides intensive and continuous three-year training and support for schools in Northern New Mexico. Though very successful, the MSA program was limited by lack of an online component of the program therefore lacking continuity between professional development sessions. This led to a desire to incorporate a collaborative online component that could bridge gaps between professional development sessions by making the program accessible anytime, anywhere, and on any device, while capturing the camaraderie and collaborative spirit shared in the physical meetings. This research is an ethnographic study of the design, development, and implementation of this online component, herein referred to as CLASET (Collaborative Learning and Support Environment for Teachers). The study setting is in rural, low socioeconomic, resource- poor Northern New Mexico, and involves 67 teachers and 6 principals in seven Native American schools distributed within a 100-mile radius from MSA’s staff office. Data was collected via observations, interviews, focus group, math assessment, and web analytics. The data analysis shows that CLASET was not successful in bridging the MSA gap due to lack of adoption by the teachers. Further investigation demonstrated that five assumptions made implicitly at the beginning of the study, based on pre- assessment data, were violated. The five assumptions were: 1) teachers had math content mastery that they could feel comfortable sharing among peers; 2) CLASET would not require technical knowledge and skill beyond what teachers had acquired; 3) schools had Internet and technology support structures to allow teachers to use CLASET; 4) CLASET’s purpose was clear to teachers; and 5) teachers had time to dedicate to CLASET use. Lessons from the study suggest that CLASET has a place in bridging the professional development gap in the communities in this study and in other rural, low socioeconomic, and resource poor environments, but only if the basic assumptions are first met iv DEDICATION I dedicate this thesis to my Mom, Jennifer Njambi Kienjeku, who gave up all so I could have it all. v ACKNOWLEDGEMENTS My heartfelt and sincere gratitude go to the following: v To God, for fulfilling my lifelong dream of pursuing education, and for giving me the health, strength, and opportunity needed to reach the top of the mountain. v To my husband, Scott, and children, Jennifer and Shaun, for their support, patience, and love throughout my studies, through the good, the bad, and the ugly. v To my mentor, Lorenzo Gonzales, who not only gave me a research opportunity but also took me under his wing and spent hours mentoring me and shaping me into the person I am today. v To my advisor and committee chair, Clayton Lewis, who took me from the lowest point of my life and walked with me every step of the way, encouraging me, challenging me, holding me up when I was down, and fighting the good fight alongside me, all the way to the top. v To my committee members, Noah Finkelstein, Sarah Hug, Edwige Simon, and Rick Kitchen, who gave me the courage, confidence, and support I needed up until the end. v To the ATLAS Institute and its leaders, John Bennett, Revi Sterling, Jill Dupre, an Mark Gross, for giving me an opportunity to be part of such a wonderful and life changing program. v To the Bureau of Indian Education, the principals, and the teachers in the schools represented in this study. Thank you for letting me into your circle. v To Los Alamos National Laboratory for providing a wonderful and beneficial program for teachers in Northern New Mexico vi CONTENTS ABSTRACT OF THE DISSERTATION .................................................................................. iii ACKNOWLEDGEMENTS .......................................................................................................... v CONTENTS ................................................................................................................................. vi LIST OF TABLES AND FIGURES Tables .................................................................................................................................................. xi Figures ................................................................................................................................................ xii Chapter 1 .................................................................................................................................... 1 Introduction ....................................................................................................................................... 1 Problem Statement .......................................................................................................................... 2 Statement of Purpose ...................................................................................................................... 4 Overview of Methodology .............................................................................................................. 5 Rationale and Significance ............................................................................................................ 5 Researcher Role and Assumptions ............................................................................................. 5 Definitions of Key Terminology ................................................................................................... 6 Organization of the Dissertation ................................................................................................. 7 Chapter 2: Literature Review .............................................................................................. 8 Human beings learn in a socially mediated process. ............................................................ 8 Learning in a socially mediated environment is a complex activity system influenced by rules, communities, and division of labor, all of which affect the learner’s outcome. ............................................................................................................................ 9 vii Five principles govern the outcome of interacting objects from two activity systems. .............................................................................................................................................. 11 CHAT, supported by other learning and design theories, played a major role in defining the CLASET design, development, and redesign process. ................................ 13 Peer Learning Communities ....................................................................................................................... 14 Communities of Practice ............................................................................................................................. 16 Adult Learning Theory ................................................................................................................................. 17 Affordance Theory ........................................................................................................................................ 18 Motivation ........................................................................................................................................................ 19 Connectivism ................................................................................................................................................... 20 Failsafe ..............................................................................................................................................................
Load more

Recommended publications
  • Collaborative Learning: a Sourcebook for Higher Education
    DOCUMENT RESUME ED 357 705 HE 026 455 AUTHOR Goodsell, Anne S.; And Others TITLE Collaborative Learning: A Sourcebook for Higher Education. INSTITUTION National Center on Postsecondary Teaching, Learning, and Assessment, University Park, PA. SPONS AGENCY Office of Educational Research and Improvement (ED), Washington, DC. PUB DATE 92 CONTRACT R117G10037 NOTE 175p.; Areas of very faint type appear sporadically. PUB TYPE Guides Non-Classroom Use (055) Collected Works General (020) EDRS PRICE MF01/PC07 Plus Postage. DESCRIPTORS Annotated Bibliographies; Class Activities; *College Instruction; *Cooperative Learning; Educational Methods; Elementary Secondary Education; Higher Education; Instructional Improvement; *Instructional Innovation; Learning Strategies; *Program Development; Program Evaluation; Program Implementation; Student Evaluation; Undergraduate Study ABSTRACT This sourcebook contains nine papers on various aspects of collaborative learning for students with emphasison college level instruction (though some material relevant to secondary elementary education is also included). Contributors address what collaborative learning is, how is it implemented, how toassess it, and where it is used. Each section of the sourcebook containsan annotated bibliography, as well as a general bibliography containing the references cited in the articles reprinted in that section. Articles and their authors are as follows: "What Is Collaborative Learning?" (Barbara Leigh Smith, Jean T. MacGregor); "Collaborative Learning and the 'Conversation of
    [Show full text]
  • Transactional Learning Project (“TLP”)
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Anglia Ruskin Research Online Willing suspension of disbelief: a study in online learning through simulation, and its potential for deeper learning in Higher Education. This article describes the replacement of a “traditionally taught” law of probate course (lectures and workshops/tutorials) with an on-line collaborative learning exercise using simulation and role-play which is referred to hereafter as the Transactional Learning Project (“TLP”). The article considers the theory that the emotional engagement that comes about through role play in simulation leads to deeper learning, a process Maharg (2010) has dubbed as the “integration of the cognitive and the affective”. The article includes statistical analysis of student feedback on the TLP in an attempt to measure how easy it is to carry students predisposed to expect information to be “given” rather than “acquired” along the journey leading away from traditional didactic teaching. The project was motivated partly by the dearth of such learning practices on the Legal Practice Course. It is suggested that the findings of the project add to the body of research1 which tends to illustrate the success in terms of student learning from working in leaderless (ie where the Tutor is absent from the collaborative group) groups engaged in practical tasks involving simulation. Literature Review The paper looks into three discrete pedagogical issues, raised by the TLP: (i) collaborative learning; (ii) online learning; and (iii) learning through simulation. Collaborative learning: In educational settings small group problem solving exercises among students are frequently used to facilitate learning; this is referred to as collaborative learning, i.e.
    [Show full text]
  • Exploring Student Engagement and Collaborative Learning in a Community-Based Module in Fine Art
    Irish Journal of Academic Practice Volume 2 Issue 1 Article 1 2013-5 Exploring Student Engagement and Collaborative Learning in a Community-Based Module in Fine Art John McGarrigle Institute of Technology, Carlow, [email protected] Follow this and additional works at: https://arrow.tudublin.ie/ijap Recommended Citation McGarrigle, John (2013) "Exploring Student Engagement and Collaborative Learning in a Community- Based Module in Fine Art," Irish Journal of Academic Practice: Vol. 2: Iss. 1, Article 1. doi:10.21427/D7ZQ6D Available at: https://arrow.tudublin.ie/ijap/vol2/iss1/1 Creative Commons License This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License. McGarrigle: Exploring student engagment Exploring Student Engagement and Collaborative Learning in a Community-based Module in Fine Art John McGarrigle Humanities Department, IT Carlow Abstract This article is based on masters research1 into student and civic engagement using a case study of an innovative Community Based Module in a Fine Art degree course (McGarrigle, 2009). 2 (Flyvbjerg, 2006) notes that contrary to some common misunderstandings around case study research, it is possible to use individual case study to test theory particularly in relation to falsification. The research presented here is based on student’s repsonses to Coates’ (2007) quantitative study of student engagement and attempts to test his engagement typology which identifies the terms passive, intense, independent or collaborative to apply to students’ approaches to online and general campus learning. In a participatory action research framework, low agreement was found between students (n=13) and lecturers (n=3) in assigning these terms to student postings to online discussion fora.
    [Show full text]
  • “Vygotsky S Neglected Legacy”: Cultural-Historical Activity Theory
    Manuscript accepted for publication in Review of Educational Research “Vygotskys Neglected Legacy”: Cultural-Historical Activity Theory Wolff-Michael Roth1, Yew-Jin Lee2 1University of Victoria, 2National Institute of Education, Singapore All correspondence concerning this paper should be addressed to Wolff-Michael Roth, Lansdowne Professor, Applied Cognitive Science, MacLaurin Building A548, University of Victoria, Victoria, BC, Canada V8W 3N4. E-mail: [email protected]. Tel: 1-250-721-7885 FAX: 1-250-721-7767 Running Head: Cultural-historical activity theory Cultural-historical activity theory 2 “Vygotskys Neglected Legacy”: Cultural-Historical Activity Theory ABSTRACT: We describe an evolving theoretical framework that has been called one of the best-kept secrets of academia: cultural-historical activity theory (CHAT) is the result of proposals Lev Vygotsky first articulated, but which his students and followers substantially developed to constitute much expanded forms in its second and third generation. Besides showing that activity theory transforms how research should proceed regarding language, language learning, and literacy in particular, we demonstrate how it is a theory for praxis, thereby offering the potential to overcome some of the most profound problems that has plagued both educational theorizing and practice. Cultural-historical activity theory 3 Introduction More than seven decades ago, the Russian psychologist Lev S. Vygotsky noted that (educational) psychology was in a state of crisis because of the “atomistic and functional modes of analysis . [that] treated psychic processes in isolation” (Vygotsky, 1986, p. 1). Specifically, he pointed out that the separation of intellect and affect “as subjects of study [was] a major weakness of traditional psychology, since it [made] the thought process appear as an autonomous flow of ‘thoughts thinking themselves,’ segregated from the fullness of life, from the personal need and interests, the inclinations and impulses of the thinker” (p.
    [Show full text]
  • The Effect of Peer Collaboration and Collaborative Learning on Self-Efficacy and Persistence in a Learner-Paced Continuous Intake Model
    JOURNAL OF DISTANCE EDUCATION REVUE DE L’ÉDUCATION À DISTANCE 2008 VOL. 22, No. 3, 41-62 The Effect of Peer Collaboration and Collaborative Learning on Self-Efficacy and Persistence in a Learner-Paced Continuous Intake Model Bruno Poellhuber, Martine Chomienne, and Thierry Karsenti Abstract In an attempt to find ways to improve persistence rates in its distance courses, the Cegep@distance introduced different forms of collaboration (peer interaction and collaborative learning activities) in selected courses. A mixed methodology was used to understand the effects of these interventions, relying on a quasi- experimental design for the evaluation of the effects of peer interaction. The objective of the study was to understand the impact of peer interaction and collaborative learning on student self-efficacy beliefs and persistence in a distance education context. The level of peer contacts remained very low. Persistence rates were in favour of the control group, but confounding variables were found related to academic background. A qualitative analysis of the interviews in the collaborative learning activities group showed that the learners related the course materials and tutoring to their motivation (self-efficacy and interest) and that some of them evaluated peer interaction positively. Résumé Pour tenter d’améliorer les taux de persévérance dans les cours à distance, le Cegep@distance a mis en place différentes formes de collaboration (activités d’interaction entre pairs et d’apprentissage collaboratif) dans certains cours. Une méthodologie mixte a été utilisée pour comprendre les effets de ces interventions, se fiant notamment à un design quasi-expérimental pour évaluer les effets des interactions entre pairs.
    [Show full text]
  • Integrating Collaborative Learning in Classrooms Across Europe
    ISSUE N°4 - DECEMBER 2018 INTEGRATING COLLABORATIVE LEARNING IN CLASSROOMS ACROSS EUROPE Collaborative learning is currently receiving considerable attention in research and teacher communities. What do policy-makers need to know about it? Co-operative group work, appropriately organised and structured, impacts positively not only on students’ learning outcomes but also behavioural and affective outcomes and neuroscience studies confirm that learning takes place through social interaction, according to the OECD’s Nature of Learning guide for practitioners (2012). Well-organised collaborative learning puts students at the One of European Schoolnet’s centre of learning, constructing key aims is to broker educational knowledge themselves and with research findings and other evidence to our key stakeholders: others. This group dynamic can ministries of education, schools, make learning more engaging teachers, and industry partners. The and give students a sense of European Schoolnet Perspectives control over their learning. series is one way through which we achieve this. One of the principal benefits Two issues are published annually. of collaborative learning is its Each issue aims to: potential to develop students’ ● Summarize research evidence transversal skills: social from key studies on innovation in skills, problem solving, self- education; effectiveness, responsibility, ● Translate this evidence into the capacity for reflection and concrete ideas for policy action; initiative, and learning to adapt ● Conclude with the implications of to new problems and contexts. the evidence for using technology Acquiring such skills prepares young people for future social and employment situations. in teaching and learning. All issues can be accessed online: The OECD has recognised that these skills are becoming important and in 2017 published its www.europeanschoolnet.org/ first country ranking for collaborative problem solving based on the 2015 PISA results.
    [Show full text]
  • Implementation of Online Collaborative Learning Using Wiki
    Eleventh LACCEI Latin American and Caribbean Conference for Engineering and Technology (LACCEI’2013) ”Innovation in Engineering, Technology and Education for Competitiveness and Prosperity” August 14 - 16, 2013 Cancun, Mexico. Implementation of Online Collaborative Learning using Wiki Carlos Roberto Arias Arevalo Universidad Tecnologica Centroamericana (UNITEC), Tegucigalpa, Honduras, [email protected] ABSTRACT Online Collaborative Learning is a powerful tool to help students acquire professional competences that will help them throughout their lives. This paper presents the results found at the first stage of the project of the same name: Online Collaborative Learning using Wiki. In this phase one hundred forty eight (148) students participated, with a diversity of majors and in different years of their undergraduate studies. Results show that in general there is a positive perception of the wiki activities during this academic term, additionally results revealed opportunities of improvement in the implementation of Wiki in the courses. Compared to other research carried out on single courses, this study is done on several courses (11) of the School of Engineering, with students with majors from every School on the university: Management and Medicine. Keywords: Wiki, Collaborative Learning, Engineering Education RESUMEN El aprendizaje colaborativo en línea es una herramienta poderosa para ayudar a los estudiantes a adquirir competencias profesionales que les ayudará el resto de su vida. Este artículo muestra los resultados encontrados en la primera parte del projecto del mismo nombre: Aprendizaje Colaborativo en Línea Usando Wiki. En esta fase ciento cuarenta y ocho (148) estudiantes participaron, estos pertenecen a diferentes carreras y están cursando diferente año de sus carreras de pregrado.
    [Show full text]
  • Leap Into... Collaborative Learning
    COMMONWEALTH OF AUSTRALIA Copyright Regulations 1969 WARNING This material has been reproduced and communicated to you by or on behalf of the University of Adelaide pursuant to Part VB of the Copyright Act 1968 (the Act). The material in this communication may be subject to copyright under the Act. Any further reproduction or communication of this material by you may be the subject of copyright protection under the Act. Do not remove this notice. Leap into... Collaborative Learning This publication is designed for University of Adelaide staff who are interested in collaborative learning—what it is and how it can be put into practice to enhance learning and teaching. This publication was researched by Ann Noble, and written by Christine Ingleton, CENTRE FOR LEARNING AND Loene Doube and Tim Rogers. PROFESSIONAL DEVELOPMENT THE UNIVERSITY OF ADELAIDE SA 5005 AUSTRALIA Email Navigate within this document by using the buttons at the bottom of each page. They are: TEL +61 8 8303 5771 Go to Start Previous Page Next Page Go to End and Exit/Close this document. FAX +61 8 8303 3553 Press Esc to return to PDF Reader. Press Ctrl/Q to close the document & Reader. © THE UNIVERSITY OF ADELAIDE The University of Adelaide Leap into... Collaborative Learning CONTENTS Introduction Introduction Collaborative Learning What is CL? Why introduce CL? There is an upswing in demand by staff, students and employers for students to graduate with good interpersonal skills, knowledge of group dynamics, the Beginning Designing projects flexibility to work in teams, the ability to lead, to problem-solve and to Organising groups communicate effectively.
    [Show full text]
  • Why Does Collaborative Learning Not Always Work Even When the Appropriate Tools Are Available?
    Turkish Online Journal of Distance Education-TOJDE October 2019 ISSN 1302-6488 Volume: 20 Number: 4 Article 2 WHY DOES COLLABORATIVE LEARNING NOT ALWAYS WORK EVEN WHEN THE APPROPRIATE TOOLS ARE AVAILABLE? Dr. Perienen APPAVOO ORCID:0000-0002-4076-0739 Open University of Mauritius Reduit,MAURITIUS Dr. Kaviraj Sharma SUKON OORCID: 0000-0002- 5422-964X Open University of Mauritius Reduit,MAURITIUS Abheenaye Chauhan GOKHOOL OORCID: 0000-0002-4670-0710 Open University of Mauritius Reduit,MAURITIUS Vandanah GOORIA OORCID: 0000-0002-1805-6964 Open University of Mauritius Reduit,MAURITIUS Received: 10/10/2018 Accepted: 21/12/2018 ABSTRACT Today, more and more working adults are opting for the Open Distance Learning (ODL) mode to pursue their tertiary studies as it offers them the flexibility to study anywhere, any time and at one’s own pace. But studying at a distance can be problematic for many learners, with the absence of regular traditional face-to- face sessions. Some find it difficult to adapt to this new learning environment and become easily isolated. Collaborative Learning (CL) can help overcome this isolation and boost learning performance. To investigate the implications of CL in the ODL environment, a study was conducted with 155 learners at the Open University of Mauritius. The study revealed that at least one third of the respondents were not participating in CL and were thus missing on the benefits of “learning together”. The others had adopted CL to understand the course content, discuss assignments and get better marks. This study also showed that tutors’ role was vital in encouraging learners delve in CL.
    [Show full text]
  • Using Wiki to Promote Collaborative Learning in Statistics Education
    UCLA Technology Innovations in Statistics Education Title Using Wiki to Promote Collaborative Learning in Statistics Education Permalink https://escholarship.org/uc/item/6jv107c7 Journal Technology Innovations in Statistics Education, 1(1) ISSN 1933-4214 Author Ben-Zvi, Dani Publication Date 2007-10-12 DOI 10.5070/T511000029 Peer reviewed eScholarship.org Powered by the California Digital Library University of California Using Wiki to Promote Collaborative Learning in Statistics Education Dani Ben-Zvi University of Haifa, Israel Please, grant me the serenity to accept the pages I cannot edit, The courage to edit the pages I can, And the wisdom to know the difference. (“The Wiki Prayer”, Lamb, 2004) 1. INTRODUCTION Technology is changing faster than at any time in its history. It is transforming the way people communicate and collaborate, the way people consume information and participate in the World Wide Web, and potentially the way people teach and learn. One of the interesting shifts that is currently happening is a shift between using technology to support the individual to using technology to support interactions and relationships between individuals. With that shift, we keep discovering new tools and social behaviors for helping us help each other, which is the very essence of collaborative learning. In this article, we focus on the educational potential of one such new collaboration medium, in the context of statistics education. The medium is Ward Cunningham’s WikiWikiWeb (or concisely – Wiki; Leuf & Cunningham 2001). The term Wiki refers to a Website that allows all users to add, remove, edit and change content, typically without the need for registration, and to the software (Wiki engine, such as MediaWiki, http://www.mediawiki.org) that facilitates the operation of a Wiki Website.
    [Show full text]
  • KEEPING STUDENTS ENGAGED THROUGH COOPERATIVE LEARNING ACTIVITIES to IMPROVE ACADEMIC ACHIEVEMENT in GRAMMAR and VOCABULARY Fiorella Terry-Torres
    KEEPING STUDENTS ENGAGED THROUGH COOPERATIVE LEARNING ACTIVITIES TO IMPROVE ACADEMIC ACHIEVEMENT IN GRAMMAR AND VOCABULARY Fiorella Terry-Torres Piura, enero de 2018 FACULTAD DE CIENCIAS DE LA EDUCACIÓN Maestría en Educación con Mención en Enseñanza de Inglés como Lengua Extranjera Terry, F. (2018). Keeping students engaged through cooperative learning activities to improve academic achievement in grammar and vocabulary (Tesis de maestría en Educación con Mención en Enseñanza de Inglés como Lengua Extranjera). Universidad de Piura. Facultad de Ciencias de la Educación. Piura, Perú. KEEPING STUDENTS ENGAGED THROUGH COOPERATIVE LEARNING ACTIVITIES TO IMPROVE ACADEMIC ACHIEVEMENT IN GRAMMAR AND VOCABULARY Esta obra está bajo una licencia Creative Commons Atribución-NoComercial-SinDerivar 4.0 Internacional Repositorio institucional PIRHUA – Universidad de Piura FIORELLA GISELLE TERRY TORRES KEEPING STUDENTS ENGAGED THROUGH COOPERATIVE LEARNING ACTIVITIES TO IMPROVE ACADEMIC ACHIEVEMENT IN GRAMMAR AND VOCABULARY UNIVERSIDAD DE PIURA FACULTAD DE CIENCIAS DE LA EDUCACIÓN MAGISTER EN EDUCACIÓN MENCIÓN EN ENSEÑANZA DE INGLÉS COMO LENGUA EXTRANJERA 2018 APPROVAL The thesis titled “Keeping students engaged through cooperative learning activities to improve academic achievement in grammar and vocabulary” presented by Fiorella Giselle Terry Torres in accordance with the requirements of being awarded the Degree of Master in Education with Mention in Teaching English as a Foreign Language, was approved by the thesis director M.Ed. Maria Luisa Mu and defended on .................................... before a Jury with the following members: President Secretary Informant ACKNOWLEDGEMENT I would like to express my gratitude to all those who gave me the possibility to complete this thesis. First, I want to thank FUNIBER – University of Piura for making this Thesis Module on Teaching English as a Foreign Language possible and available on line so that autonomous learning is possible.
    [Show full text]
  • Computer-Supported Collaborative Learning, Blogging Groups, and Interpretation in the Literature Classroom
    Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 2020 Computer-Supported Collaborative Learning, Blogging Groups, and Interpretation in the Literature Classroom Michael Nester Walden University Follow this and additional works at: https://scholarworks.waldenu.edu/dissertations Part of the Instructional Media Design Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact [email protected]. Walden University College of Education This is to certify that the doctoral dissertation by Michael B. Nester has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Amy Adcock, Committee Chairperson, Education Faculty Dr. Susan Adragna, Committee Member, Education Faculty Dr. Paula Dawidowicz, University Reviewer, Education Faculty Chief Academic Officer and Provost Sue Subocz, Ph.D. Walden University 2020 Abstract Computer-Supported Collaborative Learning, Blogging Groups, and Interpretation in the Literature Classroom by Michael B. Nester MA, University of Maryland, 1990 BA, Lynchburg College, 1988 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Educational Technology Walden University May 2020 Abstract Community college world literature students are often ill prepared to analyze and interpret passages of creative fiction because traditional, teacher-centric pedagogical approaches do not promote students’ literary interpretive authority. However, a method to fill the interpretation gap remains unclear.
    [Show full text]